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UNIVERSITY  OF  N.C.  AT  CHAPEL  HILL 

11IIP11111 

00022228199 


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Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hill 


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NATIONAL    SERIES. — No.  2. 


THE 

NATIONAL  SECOND  READER: 

CONTAINING 

-  PRELIMINARY  EXERCISES 

IN 

ARTICULATION,  PRONUNCIATION,  AND  PUNCTUATION; 

PROGRESSIVE   AND   PLEASING 

EXERCISES  IN  READING; 


NOTES  EXPLANATORY  OF  THE  MORE  DIFFICULT  WORDS  AND  PHRASES, 
ON  THE  PAGES  WHERE  THEY  OCCUR. 


By  RICHARD   G.  PARKER,  A.M. 

AND 

J.  MADISON  WATSON. 


NEW    YORK: 
A.  S.  BARNES   &  BURR,  51  &  53  JOHN  STREET. 

SOLD  BY  BOOKSELLERS,  GENERALLY,  THROUGHOUT  THE  UNITED  STATES. 

1859. 


Entered  according  to  Act  of  Congress,  in  the  year  1867, 
By   A.  8.  BARNES    &  CO., 
In  the  Clerk's  Office  of  the  District  Court  of  the  United  States  for  the  Southern 
District  of  New  York. 


R.  C.  VALKNTINW, 
Etereotyper  and  Electkotypkr,  GEO.  W.  WOOD,  Printer, 

81,  83,  and  85  Centre-street,  No.  2  Dutch-»t.,  N.  Y. 

New  York. 


PREFACE 


This  volume,  though  designed  to  follow  "  The 
Word-Builder,"  is  complete  in  itself,  and  may  be 
used  as  a  Second  Header'  in  any  series.  In  its  prep- 
aration, we  have  aimed  to  adapt  the  exercises  and 
lessons  to  the  special  wants  of  the  pupil ;  and,  while 
avoiding  a  feeble  and  puerile  style,  to  reconcile  sim- 
plicity with  pure  literary  taste.  Beginning  with  les- 
sons more  easy  than  some  at  the  close  of  the  pre- 
ceding work,  its  gradation  is  so  complete,  that  the 
learner,  almost  insensibly  overcoming  obstacles,  at 
its  close  will  be  thoroughly  prepared  for  the  suc- 
ceeding volume. 

In  Part  First,  a  few  simple  and  comprehensive 
reading  lessons  are  prepared,  to  amuse  and  interest 
the  pupil,  to  teach  him  the  names  of  the  points  used 
in  this  work,  and,  as  far  as  may  be,  give  him  a  prac- 
tical knowledge  of  punctuation  as  applied  to  reading. 

Articulation  and  Orthoepy  are  recognized  as  of 
primary  importance.  Complete  exercises  on  the 
elementary  sounds  and  their  combinations  are  so 
introduced  as  to  teach  but  one  element  at  a  time, 
and  to  apply  this  knowledge  to  use  as  soon  as  it 
is  acquired. 


PREFACE. 

H 


Children,  in  first  attempting  to  read,  find  great 
difficulty  in  determining  the  correct  pronunciation 
of  the  separate  words.  As  usually  taught,  they  are 
of  necessity  so  intent  upon  this  that  they  almost 
wholly  lose  sight  of  the  connection,  sense,  and  sen- 
timent) and  thus  contract  vicious  habits,  which,  in 
most  instances,  remain  through  life.  To  avoid  this 
difficulty,  and  to  enable  pupils  to  read  understand- 
ingly  and  with  ease,  each  reading  lesson  is  preceded 
by  a  list  of  the  more  difficult  words,  arranged  for  a 
class  exercise  in  pronunciation. 

Clear  and  satisfactory  definitions  of  words  not  ea- 
sily understood  by  the  pupil,  as  well  as  all  necessary 
explanations,  are  given  on  the  pages  where  they  oc- 
cur. Another  feature  which  we  consider  of  espe- 
cial importance,  is  the  introduction  of  numerous 
dialogues  and  pieces  of  a  conversational  nature. 

As  most  of  the  lessons  are  original,  or  have  been 
rewritten  for  this  little  work,  a  list  of  the  names  of 
authors  is  deemed  unnecessary.  To  one  gentleman 
in  particular,  however,  the  authors  of  this  volume 
confess  themselves  much  indebted,  for  the  liberty  so 
freely  given  to  avail  themselves  of  his  labors.  We 
refer  to  T.  S.  Arthur,  Esq.,  whose  beautiful  tales 
and  stories  are  read  with  so  much  avidity  by  the 
rising  generation. 


I 

i 

CONTENTS 

PAGE 
11 

PART  I. 

LESSON. 

I.— The  Period 

II. — The  Interrogation  Point 

III. — The  Period  and  Interrogation  Point 

IV; — The  Exclamation  Point 

V.— The  Comma 

13 

15 

17 

19 

VI.— The  Semicolon 

21 

VII.— The  Colon 

23 

VIII. — Marks  and  Pauses 

25 

PART   II. 

EXEKCISES    IN    READING. 

PIECES   LN   PROSE. 

I. — The  New  Book 

28 

II. — Spring 

32 

III.— The  Girl  and  the  Fishes 

IY. — Speak  Kindly 

34 

37 

Y. — The  Clock 

38 

VI.— The  Clock— concluded 

VII. — Mary's  Kitten 

41 

44 

VIIL— Amy  Lee 

46 

IX.— Nellie 

50 

. .  .i 

CONTENTS. 


LBB601C.  TAG* 

X.— Don't  Kill  the  Birds 52 

XII.— The  Dog  and  his  Shadow 56 

XIII.— The  Snow-birds 57 

XIV.— Gentle  Susy 60 

XV.— The  Dog  and  the  Donkey 62 

XVI.— The  Lamb 64 

XVIL— The  Lamb— concluded 66 

XVIIL— Sour  Grapes 68 

XIX.— The  Picture-Book ...  71 

XX. — The  Generous  Children 74 

Table  of  the  Vowel  Elements,  or  Tonics 77 

XXL— Boasting 78 

XXII.— Little  Nell 80 

XXIIL— The  Broken  Watch 84 

XXIV.— Owls 87 

XXV.— Kich  and  Poor  Children 90 

XXVI.— Hugh  Miller 92 

XXVII. — A  Garden  overrun  with  "Weeds 94 

XXVin.— Grapes 98 

XXLX.— William  the  Conqueror 101 

XXX.— Birds  in  Winter 103 

XXXI. —The  First  Day  of  May 105 

XXXIL— The  Bat 108 

XXXHL—  Unjust  Blame Ill 

XXXIV.— The  Best  Jewels 113 

XXXVI. —Little  Arthur  and  King  John 118 

XXXVII.  — Never  Play  the  Truant 121 

Table  of  Consonant  Elements — Subtonics 123 

XXXVin.—  Young  Kobinson 123 

XXXIX. — Young  Robinson — continued 127 

XL. — Young  Robinson — concluded 130 


CONTENTS. 


LESSOX.  PA6I 

XLI.— The  Eagle  and  the  Tortoise 132 

XLIL— Babbits 135 

XLIIL—  What  is  a  Bird  f 138 

XLIV.— The  Little  Chinese  Boy 142 

XLV.— The  Little  Chinese  Boy— concluded 145 

XLVL—  The  Wood-pigeon 147 

XL VIII.  —  Speak  Gently 152 

XLIX.—  Ice-Houses 156 

L.— Take  Care  of  that  Wolf 159 

Table  of  Consonant  Elements— Atonies 161 

IX — James  at  Home 162 

LII. — James  in  the  Country 164 

LIIL— The  Humming-bird 168 

Exercise  in  Articulation — Sub  tonic  Combinations. .  171 

LEV. — Maida,  the  Scotch  Greyhound 171 

LV. — Maida,  the  Scotch  Greyhound — concluded 174 

LVI. — The  Automaton  Clarionet- Player 176 

LVTI. — The  Automaton  Clarionet -Player — continued 178 

LVIII. — The  Automaton  Clarionet-Player — concluded 182 

Exercises  in  Articulation — Atonic  Combinations.  ...  186 

LX.— Calling  His  Sheep  by  Name 187 

LXL— The  Echo 189 

•   LXIIL— The  Five  Senses 194 

LXIV.—  The  Five  Senses— concluded 197 

Exercise  in  Articulation — Subtonic  and  Atonic  Com- 
binations    199 

LXV.— Colors 199 

LXVL— The  Blind  Asylum 202 

LXVIL—  Laura  Bridgman 205 

Exercise  in  Articulation — Subtonic  and  Atonic  Com- 
binations    207 


-. 

10                                      CONTENTS. 

LES80X. 

LXVIIL—  Mischief 

PAGB 

207 
209 
212 

217 
218 

25 

58 

111 

135 

LXIX.  — Mischief — concluded 

LXX. — King  Edward  and  his  Bible 

Exercise  in  Articulation — Subtonic  and  Atonic  Com- 
binations   

LXXIL—  Winter . 

DIALOGUES. 

VIII. — Marks  and  Pauses 

XIII.— The  Snow-birds 

XXXIIL— Unjust  Blame 

XLII  — Rabbits 

-  L.— Take  Care  of  that  Wolf 

PIECES  IN   VERSE. 

XI.— Don't  Kill  the  Birds 

XXXV.— The  Sorrowful  Yellow-bird 

XLVIL— The  Bird  set  Free 

LIX.— Faith  in  God 

159 

.  54 
116 
150 
184 
191 
215 
221 

LXIL—  The  Violet— a  Fable 

LXXL— The  Child  and  the  Skeptic 

LXXIII.—  The  Children  at  the  Oak 

THE 


NATIONAL  SECOND  READER. 

PART    I. 

MARKS  AND  PAUSES  USED  IN  HEADING. 


LESSON 

I. 

marks     does  (cliiz 

)  mean  ing 

builder  (bild'er) 

points     said  (sed) 

al  most 

ma  ny  (men'  ny) 

pause     lit'  tie 

no  tice 

noth  ing  (nuth'ing) 

John       aft  er 

use  ful 

ev'er y 

Kate       let  ter 

per  haps' 

pe'  ri  od 

Charles  Mary 

les  son  (les'sn)  un  der  stand' 

T 


THE     PERIOD. 

OU  have  just  read  all  the  lessons  in  the 
Word-Builder.     In  those  lessons  you  read 

Note. — The  object  of  arranging  the  difficult  words  in  col- 
umns is,  that  pupils  may  learn  to  pronounce  them  correctly, 
in  the  class,  before  attempting  to  read  the  lessons  that  follow ; 
thus  enabling  them  to  read,  without  hesitation,  in  a  natural 
and  unconstrained  manner.  These  lists  of  words  may  be  used 
for  spelling  lessons,  but  pupils  should  not  be  confined  to  them. 
Each  reading  lesson  should  also  be  used  as  a  spelling  lesson. 


12     NATIONAL  SECOND  READER. 

letters  and  small  words ;  but  there  were  many- 
little  marks,  on  each  page,  that  you  did  not 
read,  nor,  perhaps,  notice. 

2.  In  all  books,  you  will  see  these  little  marks. 
They  are  not  letters;  but  they  are  almost  as 
useful  as  letters,  for  .they  teach  the  meaning  of 
your  lessons. 

3.  These  marks  teach  you  when  to  pause,  or 
rest,  in  reading,  and  help  you  to  understand' 
what  is  read.  If,  then,  you  do  not  learn  the 
use  of  these  little  marks,  you  will  never  be  able 
to  read  well. 

4.  I  will  now  teach  you  the  names  and  use 
of  some  of  these  little  marks,  or  points.  The 
first  one  I  wish  you  to  notice  is  a  little  round 
dot  like  this  .     It  is  called  a  Pef  ri  od. 

5.  The  period  is  put  after  almost  every 
thing  that  is  said.  When  you  come  to  a  pe- 
riod, you  must  stop  and  rest.  You  must  let 
your  voice  fall,  as  though  you  had  nothing 
more  to  say. 

6.  John  is  a  good  boy. 

7.  John  and  Charles  are  good  boys. 

8.  Mary  is  a  kind  little  girl. 

9.  June  is  the  month  of  roses. 

10.  Mary  gave  a  white  rose  to  Kate. 

11.  A  red  rose  is  as  sweet  as  a  white  one. 


INTERROGATION     POINT.  13 

12.  Green  leaves  are  on  the  trees. 

13.  Birds  sing  their  sweet  songs. 

14.  The  horse  and  ox  eat  the  green  grass. 

15.  You  must  stop  reading  at  each  period. 

16.  You  must  let  your  voice  fall  at  each  pe- 
riod. 

17.  You  may  count  the  periods  in  this  les- 
son. 

1 8.  Tell  your  teacher  how  many  periods  there 
are  in  this  lesson. 


LESSON  II. 

taught  al  ways  ques  tion  an  swer  (an'  ser) 

called  some  times  teach  er  Ion  ger  (long'  ger) 

voice  placing  because'  finger  (fin g'  ger) 

length  crook  ed  an  oth'  er  in  ter  ro  ga'  tion 

THE     INTERROGATION     POINT. 

TN  the  last  lesson,  you  were  taught  what  the 
pe'riod  is,  and  how  it  is  used.     In  this  les- 
son, I  wish  you  to  learn  the  name  and  use  of 
anoth'er  mark. 

2.  The  mark  which  you  are  to  notice  in  this 
lesson  is  of  this  shape  ?  You  see  it  is  made  by 
placing  a  little  crooked  mark  over  a  period. 


14  NATIONAL     SECOND     READER. 

3.  The  name  of  this  mark  is  the  Question 
Mark,  because  it  is  always  put  after  a  question. 
Sometimes  it  is  called  by  a  longer  and  harder 
name.  The  long  and  hard  name  is  the  Inter- 
roga'tion  Point 

4.  When  you  come  to  a  question  mark,  you 
must  stop  and  rest.  If  the  question  may  be 
answered  by  yes  or  no,  your  voice  must  rise  on 
the  last  word  before  the  question  mark.  In 
this  lesson,  all  the  questions  may  be  answered 
by  yes  or  no. 

5.  Can  you  read  your  lesson  well  ? 

6.  Can  you  read  the  long  and  hard  words  ? 

7.  Can  Charles  read  better  than  you  ? 

8.  Do  you  wish  to  be  at  the  head  of  your  class? 

9.  Have  you  ten  fingers? 

10.  Are  your  fingers  all  of  the  same  length? 

11.  Has  any  boy  or  girl  more  fingers  than  you 
have? 

12.  Does  the  sun  rise  in  the  west? 

13.  Can  a  lamb  fly  in  the  air? 

14.  Can  a  sheep  bark  like  a  dog  ? 

15.  Does  the  horse  like  hay  and  oats? 

16.  Do   you   know    the    name    of   this   little 
mark? 

IT.  May  all  these  questions  be  answered  by 
yes  or  no  f 


PERIOD    AND    INTERROGATION.  15 

18.  Does  your  voice  rise  when  you  come  to 
the  question  mark,  in  this  lesson  ? 

19.  Can  you  tell  your  teacher  by  what  name 
the  question  mark  is  sometimes  called  ? 

20.  Can  you  tell  your  teacher  how  many  In- 
terrogation Points  there  are  in  this  lesson  ? 


LESSON  III. 

cream  birth  day  break  fast  (brek'  fast) 

taste  sup  per  brought  (brawt) 

fa'  ther  bought  (bawt)  sug  ar  (shug'  ar) 

prop  er  pret  ty  (prif  ty)  co  coa  (ko'  ko) 

THE    PERIOD    AND    INTERROGATION    POINT. 

TN  the  first  lesson,  you  were  told  that  the  voice 
must  fall  on  the  last  word  before  the  period. 
In  the  lesson  you  have  just  read,  you  were  told 
that  the  voice  must  rise  at  each  question  mark, 
when  the  question  may  be  answered  by  yes  or 
no. 

2.  In  questions  that  cannot  be  answered  by 
yes  or  no,  the  voice  must  fall  at  the  question 
mark.  Such  questions  must  be  read  in  the 
same  manner  as  you  would  read  periods. 

3.  In  this  lesson,  you  will  see  both  periods 


16      NATIONAL  SECOND  READER. 

and  question  marks.  Some  of  the  questions 
may  be  answered  by  yes  or  noj  and  to  some, 
yes  or  no  would  not  be  a  proper  answer. 

4.  Where  did  you  get  that  pretty  cap  ? 

5.  My  father  bought  it  for  me. 

6.  How  old  shall  you  be  on  your  next  birth- 
day? 

7.  The  cow  gives  us  milk  for  our  supper. 

8.  Do  you  like  cream  and  sugar  in  your  tea? 

9.  Did  you  ever  see  a  nut  that  had  milk  in 
it? 

10.  The  cocoa-nut  is  full  of  milk. 

11.  Cocoa-nuts  grow  on  tall  trees  in  very  dis- 
tant lands. 

12.  They  are  brought  to  us  in  ships. 

13.  Did  you  ever  taste  a  cocoa-nut  cake? 

14.  How  many  periods  are  there  in  this  les- 
son? 

15.  Do  you  see  any  questions  in  this  lesson 
that  may  be  answered  by  yes  or  no  f 

16.  After  what  questions  must  the  voice  rise? 

17.  After  what  questions  must  the  voice  fall? 

18.  Does  the  voice  rise  or  fall  at  a  period? 

19.  How  many  questions  are  there  in  this  les- 
son? 

20.  How  many  questions  in  this  lesson  cannot 
be  answered  by  yes  or  no  f 


EXCLAMATION     POINT.  17 


LESSON  IV. 

bright'  ly    speak  ing    rab  bit       hun  gry  (liiing'  gry) 
sweet  ly      wash  ing      de  lights'    tan  gled  (tang'  gld) 
suffer         injured       pretty       ex  cla ma' tion 

THE     EXCLAMATION     POINT. 

rPHE  Ex  cla  ma'  tion  Point  is  a  mark  like 
■*■  this  !  When  you  see  something  that  is  very 
strange,  or  that  delights  or  pleases  you  very 
much,  the  words  you  would  use  in  speaking  of 
it  should  have  the  mark  of  exclamation  after 
them. 

2.  If  a  little  boy  fall  and  break  his  arm  or 
his  leg,  or  is  very  much  injured  in  any  way, 
what  he  says  should  have  this  mark  after  it. 

3.  In  this  lesson,  the  voice  should  fall  on  the 
last  word  before  this  mark,  and  you  should  rest 
for  a  short  time. 

4.  Tell  your  teacher  how  many  times  the 
exclamation  point  is  used  in  this  lesson,  and 
on  what  words  the  voice  falls. 

5.  What  a  fine  morning  it  is !  How  brightly 
the  sun  shines !  How  green  the  grass  is !  How 
sweetly  the  birds  sing ! 


18      NATIONAL  SECOND  READER. 

6.  Why,  there  goes  a  little  rabbit!  How 
shy  it  is !  How  fast  it  runs !  Oh,  how  glad  I 
am  to  see  it ! 

7.  Dear  Mother!  What  a  cold  day  it  is! 
How  fast  it  snows!  How  thick  the  ice  is! 
How  the  poor  little  birds  must  suffer!  How 
hungry  they  must  be  ! 

8.  How  hot  the  fire  is !  How  black  the  cake 
is  burnt ! 

9.  How  tired  I  am !  What  a  great  distance 
I  have  run !     How  badly  I  have  torn  my  dress ! 

10.  Oh,  how  hungry  I  am!  How  long  it 
seems  since  I  ate  my  breakfast !  How  long  it 
will  be  before  I  have  my  dinner ! 

11.  How  pretty  the  baby  looks!  Oh,  how 
dearly  I  love  him !     What  a  pretty  child  it  is ! 

12.  Ah,  you  careless  boy!  How  dirty  your 
hands  are!  How  much  they  need  washing! 
How  tangled  your  hair  looks ! 


LESSON  V. 

clothes       com' ma       further  trouble  (trub'bl) 

gnaw  bet  ter  sen  tence        be  tween' 

scratch      faster  treated  besides 


THE     COMMA.  .19 


THE     COMMA. 

T)ESIDES  the  Period,   the  Interrogation  or 

Question  Mark,  and  the  Exclamation  Point, 

there  is  another  little  mark  used  in  books.     It 

is  shaped  like  this  5  and  it  is  called  the  Com!  ma. 

2.  The  Comma  is  often  used  in  places  where 
there  are  many  words  to  read  before  you  come 
to  a  period. 

3.  It  will  be  proper,  before  you  read  more 
about  the  comma,  to  explain  to  you  what  is 
meant  by  a  sentence. 

4.  The  words  which  stand  between  one  pe- 
riod, question,  or  exclamation,  and  another  pe- 
riod, question,  or  exclamation,  are  called  a  sen- 
tence. 

5.  The  sentence  almost  always  ends  with  a 
period ;  and  the  sentence  itself  is  also  called  a 
period. 

6.  When  you  read  a  sentence  in  which  there 
is  a  comma,  you  may  stop  at  the  comma  a  very 
short  time,  to  take  breath. 

7.  You  must  try  to  read  every  thing  just  as 
you  would  say  it  if  you  had  no  book  before 
you,  and  you  were  saying  what  is  in  your  book 
to  some  of  your  friends. 

8.  Now,  you  may  read  the  sentences  that  fob 


20  NATIONAL     SECOND     HEADER. 

low,  and  tell  your  teacher  how  many  commas 
there  are  in  each  sentence. 

9.   Tray  is  a  pretty,  kind,  and  gentle  little 
dog. 

10.  The  horse,  if  he  is  well  treated,  is  very 
kind  and  useful. 

11.  The  cat  will  scratch  with  her  sharp  claws, 
and  hurt  you  very  much,  if  you  trouble  her. 

12.  The  dog  does  not  scratch,  like  a  cat,  but, 
when  he  is  angry,  he  bites. 

13.  The  cow,  when  she  is  cross,  will  some- 
times toss  the  dog  into  the  air  with  her  long 
horns,  if  he  bark  at  her. 

14.  The  cat  catches  mice  and  rats,  when  they 
come  out  of  their  holes,  by  night  or  by  day,  to 
gnaw  the  cheese,  the  bread,  the  cake,  or  other 
things. 

15.  What  boy,  in  this  class,  did  not  study  his 
lesson,  because  it  was  too  long  ? 

16.  Where  is  the  boy,  but  nine  years  old,  who 
can  run  faster,  jump  further,  or  swim  better, 
than  James  Bruce  ? 

17.  Will  the  little  white  mouse,  the  cross  do°:, 
the  sly  cat,  and  the  pet  bird  all  play  in  the 
same  room? 

18.  If  the  old  hen  and  her  chickens  could  live 
in  the  water,  if  the  little  fishes  could  live  on 


THE     SEMICOLON.  21 

land,  if  little  boys  and  girls  could  fly  in  the  air, 
should  we  not  think  it  very  strange  ? 

19.  In  the  morning,  as  soon  as  you  rise  from 
your  bed,  wash  your  face  and  your  hands,  comb 
your  hair,  brush  your  teeth,  clean  your  finger- 
nails, brush  your  clothes,  and,  when  you  are  all 
neat  and  clean,  kneel  down  by  the  side  of  your 
bed,  and  say  your  prayers  to  the  great  and 
good  God,  who  made  you. 


LESSON  VI. 

sleighs 

hurt7  ful            kitchen 

coy  ered 

wolves 

weath  er           paw  ing 

an'  i  mal 

hawks 

chil  dren           swift  ly 

sem'  i  co  Ion 

THE     SEMICOLON. 

HPHIS  mark  is  called  the  /Sera'  i  co  Ion  ;     You 
see  it  is  made  by  placing  a  period  over  a 
comma. 

2.  When  you  come  to  a  semicolon  in  read- 
ing, you  may  make  a  longer  pause  than  when 
you  come  to  a  comma. 

3.  In  the  sentences  that  follow,  you  will  find 
all  the  marks  I  have  now  described  to  you,  and 
I  hope  you  will  try  to  use  them  as  you  have 
been  taught. 


22      NATIONAL  SECOND  READER. 

4.  In  cold  weather,  children  sometimes  go 
to  school  in  sleighs ;  and  then  they  have  fine 
fun,  and  laugh,  and  shout,  as  they  are  drawn 
swiftly  over  the  snow. 

5.  When  school  is  out,  they  play  with  their 
sleds ;  or,  perhaps,  go  on  the  river  or  the  pond 
to  skate  ;  and  then  they  do  not  seem  to  care  for 
the  cold,  nor  the  snow,  nor  the  ice. 

6.  Dear  father,  do  look  out  of  the  window, 
and  see  how  fast  the  snow  falls !  It  has  cov- 
ered the  tops  of  the  houses  ;  it  has  bent  down 
the  branches  of  the  trees  ;  it  has  blown  under 
the  cracks  of  the  door,  and  it  seems  as  if  the 
air  is  full  of  snow. 

7.  See,  mother,  see  the  big  moon,  and  the 
pretty  little  stars!  I  think  the  moon  is  the 
little  star's  mother.  No,  my  dear,  the  stars  are 
much  larger  than  the  moon ;  but  they  are  so 
far  off,  that  they  look  smaller  than  they  are. 

8.  When  it  is  cloudy,  in  the  night,  we  cannot 
see  the  moon  and  stars;  and  then  it  is  very 
dark. 

9.  How  fast  the  rain  is  falling !  The  cows, 
the  horses,  and  the  sheep  have  gone  into  the 
barn  to  get  out  of  the  storm ;  and  the  dog  is 
pawing  the  door,  to  ask  leave  to  come  in  and 
dry  himself  by  the  kitchen  fire. 


THE     COLON.  23 


10.  Good  an'imals  are  in' no  cent  and  useful ; 
but  evil  animals  are  cruel  and  hurtful. 

11.  Sheep,  and  cows,  and  doves  are  good  an- 
imals; but  wolves,  and  bears,  and  hawks  are 
evil  animals. 

12.  Can  you  count  the  semicolons  in  this  les- 
son, and  tell  your  teacher  how  many  there  are  ? 
Tell  your  teacher  the  names  of  all  the  marks  in 
this  lesson,  and  the  number  of  each. 


LESSON  VII. 

co' Ion  tiny  sparkle  allowed 

clearly  upright  ceiling  cor  reef  ly 

bios  soms  loud  ly  re  cite'  dis  tinct  ly 

THE     COLON. 

rPHERE  is  one  more  mark  that  I  wish  to  show 
you :  it  is  the  Co'  Ion.  The  colon  is  made 
by  placing  one  period  over  another,  like  this  : 
,2.  The  colon  is  not  seen  so  often  in  books  as 
the  semicolon ;  but  if  you  see  one  when  you 
are  reading,  you  may  rest  longer  at  it  than  you 
would  stop  at  a  semicolon. 

3.  A  little  boy  is  by  no  means  to  be  allowed 
to  do  as  he  pleases :  he  must  mind  what  is  said 
to  him :   he  must  try  to  please  his  father  and 


24      NATIONAL  SECOND  READER. 

mother :  he  must  be  kind  and  pleasant  to  every 
one :  he  should  treat  others,  as  he  would  wish 
that  they  should  treat  him. 

4.  The  grass  grows  in  the  green  meadow: 
the  leaves  appear  on  the  trees :  the  blossoms 
are  all  open :  the  weather  is  mild  and  warm. 

5.  Learn  your  lessons  well :  study  them  a 
long  time :  be  careful  to  read  the  words  cor- 
rect'ly  ;  and,  when  you  recite  your  lessons, 
speak  clearly,  distinct' ly,  and  loudly. 

G.  You  have  said  in  your  joy :  I  will  study 
my  lesson :  I  will  spell  all  the  hard  words ;  I 
will  learn  the  names  of  all  the  marks :  I  will 
read  as  though  I  were  talking :  I  will  stand  at 
the  head  of  my  class. 

7.  One  day,  a  good  little  girl,  whose  name  is 
Anna  Smith,  learned  these  lines,  at  the  request 
of  her  teacher : 

8.  I  see,  my  little  fly,  your  wings, 

That  sparkle  in  the  sun : 
I  see  your  legs,  what  tiny  things ! 
And  yet  how  fast  they  run ! 

9.  You  walk  along  the  ceiling  now, 

And  down  the  upright  wall : 
I'll  ask  mamma  to  tell  me  how 
You  walk  and  do  not  fall. 


MARKS     AND     PAUSES. 


25 


10.     I'll  near  you  stand,  to  see  you  play ; 
But  do  not  be  afraid : 
I  would  not  lift  my  little  hand 
To  hurt  what  God  has  made 


LESSON  VIII. 


MARKS    AND    PAUSES. 

Teacher.  I  will  now  ask  some  questions  about 
the  marks  used  in  reading.  In  the  lessons  you 
have  just  read,  you  were  told  the  names  and 
use  of  these  marks.  If  you  attend  to  what  I  say, 
I  think  you  Avill  be  able  to  answer  all  my  ques- 


26     NATIONAL  SECOND  READER. 

tions.     Charles,  what  is  the  name  and  use  of  the 
little  curved  dot  you  see  on  the  blackboard  ? 

Charles.  That  little  curved  dot  is  called  a 
comma.  It  is  used  to  mark  the  shortest  pause. 
When  I  come  to  a  comma  in  reading,  I  may 
stop  and  rest  long  enough  to  say  one. 

Teacher.  That  is  right,  Charles.  You  may 
tell  me,  Mary,  which  of  the  marks  is  called  the 
semicolon,  and  what  it  shows. 

Mary.  The  semicolon  is  a  comma  with  a  little 
round  dot  over  it.  The  semicolon  shows  a 
pause  twice  as  long  as  a  comma.  I  may  rest 
at  a  semicolon  long  enough  to  say  one,  two. 

Teacher.  Emma,  you  may  tell  me  all  you 
know  of  the  next  mark  you  see  on  the  board. 

Emma.  The  next  mark  is  two  dots,  one  over 
the  other:  it  is  called  the  colon.  The  colon 
shows  a  pause  twice  as  long  as  the  semicolon. 
When  reading,  I  may  rest  at  a  colon  long 
enough  to  say  one,  two,  three,  four. 

Teacher.  William,  you  may  tell  me  the  name 
and  use  of  this  little  round  dot. 

William.  It  is  a  period.  When  I  come  to  a 
period,  I  must  stop,  as  if  I  had  done  reading. 
My  voice  must  fall  at  a  period,  and  I  must  rest 
longer  than  at  a  colon.  The  period  is  placed 
at  the  end  of  a  sentence. 


MARKS     AND     PAUSES.  27 

Teacher.  Anna,  can  you  tell  what  a  sentence 
is? 

Anna.  The  words  that  are  used  to  ask  or  to 
tell  something  are  called  a  sentence.  The  sen- 
tence almost  always  ends  with  a  period;  and  it 
is  sometimes  called  a  period. 

Teacher.  If  I  say,  The  good  hoy,  are  these 
three  words  a  sentence  ? 

Anna,  No,  sir.    They  do  not  tell  us  any  thing. 

Teacher.  James,  if  I  say,  The  good  bog  studies, 
are  these  four  words  a  sentence  ? 

James.  Yes,  sir.  They  tell  us  something. 
They  tell  us  what  the  good  boy  does. 

Teacher.  Very  well,  James :  can  you  tell  the 
name  and  use  of  this  crooked  mark  ? 

James.  It  is  the  interrogation  point,  or  ques- 
tion mark,  and  it  is  always  placed  after  a  ques- 
tion. If  the  question  may  be  answered  by  yes 
or  no,  the  voice  must  rise  at  the  interrogation 
point.  If  the  question  cannot  be  answered  by 
yes  nor  no,  the  voice  must  fall  at  this  point 

Teacher.  You  may  tell  me,  Charles,  what  you 
know  of  the  last  mark  on  the  board. 

Charles.  The  name  of  the  last  mark  on  the 
board  is  the  exclamation  point.  I  must  rest  at 
that  point ;  and,  when  it  is  placed  at  the  end  of 
a  sentence,  my  voice  must  fall. 


THE 


NATIONAL  SECOND  READER. 

PART     II. 

EXERCISES   IN    BEADING. 


LESSON  I 


* 


build 

through 

wa  ter 

weath  er 

bridge 
catch 

sis'  ter 
broth  er 

some  times 
in  sect 

ev'  er  y 
an  oth'  er 

road 

school 

stream 

morn  ing 
pic  ture 
pleas  ant 

pas  ture 
spark  led 
dur  ing 

beau'  ti  ful 
pret  ty  (prif  ty) 
e  ven  ing  (e'  vn  ing) 

THE     NEW     BOOK. 

ANE  fine  morning,  in  the  month  of  June,  a  lit- 

tie  boy,  by  the  name  of  John  True,  was  seen 
going  to  school,  with  his  sister  Mary. 

2.  He  was  a  very  good  little  boy,  and  his  sis- 
ter was  also  a  very  kind  girl ;  but  she  was  larger 
and  older  than  her  brother. 

*  Pupils  should  be  required  to  pronounce  the  words  preceding 
each  reading  lesson,  before  attempting  to  read. 


THE     NEW     BOOK. 


29 


3.  Though  they  lived  a  great  way  from  the 
school-house,  you  will  see,  if  you  look  at  the 
picture  below,  that  it  was  a  very  pleasant  walk. 


?« .ws^>^ 


4.  On  the  left  side  of  the  road,  there  is  a  fine 
stream  of  clear,  cold  water.  Sometimes  they 
would  stand  on  the  bridge  that  passes  over  the 
stream,  and  watch  the  little  fishes  playing  in 
the  water. 

5.  The  little  fishes  would  sometimes  spring 
up  from  the  water,  to  c&tch  flies,  or  other  in- 


30      NATIONAL  SECOND  READER. 

sects.  Sometimes  they  would  chase  one  an- 
other in  the  stream,  or  turn  over  and  over,  and 
show  their  bright  little  fins,  that  sparkled  like 
silver  or  gold. 

6.  You  see,  on  the  right  side  of  the  road, 
some  very  fine  trees.  Here  the  little  birds 
built  their  nests ;  and,  every  morning  and  even- 
ing, John  and  Mary  could  hear  them  singing 
their  sweet  songs. 

7.  The  cows  and  sheep  used  to  come  from 
the  pasture  to  drink ;  and,  on  warm  days,  the 
cows  would  stand  in  the  water,  under  that  large 
tree  near  the  stream. 

8.  John  was  very  happy  this  morning,  though 
he  had  not  once  thought  of  these  beautiful 
things.  What  do  you  think  made  him  so 
happy  ?     I  will  tell  you. 

9.  He  had  been  to  school  during  all  the  cold 
weather,  and  had  tried  so  hard  to  learn  to  read, 
that  he  had  read  all  the  lessons  in  the  Word- 
Builder,  and  could  spell  the  words  in  it,  with- 
out looking  at  his  book. 

10.  You  see,  in  the  picture,  he  has  a  book  in 
his  hand.  It  is  a  new  book.  His  father  bought 
it  for  him  the  day  before,  and  his  class  were  to 
read  the  first  lesson  in  it  this  morning. 

11.  It  was  a  very  pretty  book.     Its  name  you 


THE     NEW     BOOK. 


can  see  on  the  back  of  the  book  you  hold  in 
your  hand,  for  his  book  was  just  like  yours. 

12.  It  was  the  new  book,  then,  that  made 
John  so  happy.  As  he  was  thinking  of  it,  he 
asked  his  sister  Mary  how  long  it  would  be  be- 
fore he  could  read  all  the  lessons  in  his  new 
book,  and  have  still  another. 

13.  My  dear  brother,  said  his  sister,  that  de- 
pends on  yourself.  If  you  study  your  lessons 
with  care,  see  how  the  words  are  spelled,  and 
attend  to  what  your  teacher  says,  you  will  soon 
be  able  to  read  all  the  lessons  in  your  new  book. 

14.  I  hope,  my  young  reader,  that  you  will 
remember  what  Mary  said  to  her  little  brother. 
If  you  study  your  lessons  with  great  care,  and 
learn  to  pronounce  and  spell  all  the  hard  words, 
you  will  soon  be  able  to  read  all  the  lessons  in 
this  book,  and  then  you  can  have  a  new  one. 


AKTICULATION. 

a  or  a. 

age,         ape,         hale;         bathe,  cage,  cave*, 

dale,        dame,      flake ;        flame,  gate,  gave ; 

haste,      hate,        lake ;         make,  rage,  same ; 

save,       tale,         tape ;         vale,  wake,  wave. 

Note. — Letters  representing  the  element  taught  in  each  exercise 
in  Articulation,  wherever  they  occur  in  reading  lessons  immediately 
succeeding,  are  printed  in  itahct. 


32 

NATIONAL 

SECOND     READER. 

LESSON  II 

• 

spring 
breath 

lion  ey 
ma  pie 

cro  CUS 
pur  pie 

wheth  er 
snow-flake 

boughs 
burst 

river 
lilac 

melt  ed 
wTin  ter 

ap  peared' 
vi'  o  let 

scents 
swelled 

pat  ter 
gar  den 

dog  wood 
bios  som 

gath  er  ing 
but  ter-cup 

o'dor 

show  er 

flower 

bus  y  (biz'  zj) 

dewy 

yel  low 

drop  ping 

fro  zen  (fro'  zn) 

tSj^Jg^E^- 

i^*   '/§• 

Wjm 


Wmm 


-«*& 


SPRING. 

OPRING  has  come.     The  sftft,  rich  rains  have 
melted  the  snow  and  ice  of  winter.     The 


SPRING.  33 


water  in  the  frozen  brook  and  river  is  now  set 
free. 

2.  The  red  blossoms  of  the  maple,  and  the 
white  blossoms  of  the  d6g-wood,  have  appeared. 
The  buds  upon  the  lilac  have  swelled  and  burst, 
and  their  sweet  odor  scents  the  air.  The  white 
blossoms  of  the  cherry-tree  hang  upon  its 
boughs,  like  snow-flakes. 

3.  The  white  snow-drop,  the  yellow  and  pur- 
ple crocus,  and  the  blue  violet,  have  appeared; 
and  now  the  May  flowers  open  their  soft  blue 
eyes. 

4.  The  sftngs  of  the  birds  are  heard  in  the 
garden  and  the  wood ;  the  little  lambs  skip  and 
play  in  the  green  pastures;  and  the  busy  bees 
are  gathering  their  honey. 

5.  Men  are  at  work  in  the  gardens  and  the 
fields ;  and  the  fresh  earth  sends  up  a  pleasant 
smell. 

6.  Children  are  let  loose  in  the  fields  and 
gardens.  They  walk  upon  the  green  grass,  and 
pick  the  early  flowers.  They  hold  butter-cups 
under  each  others'  chins,  in  play,  to  see  whether 
they  love  butter. 

7.  The  dewy  evening  comes  on.  There  are 
no  clouds  in  the  blue  sky.  The  moon  and  stars 
shine  with  a  soft  and  clear  light.     All  is  still. 


34 


NATIONAL     SECOND     READER. 


There  is  not  a  breath  of  wind ;  no  hum  of  bees ; 
no  s6ng  of  birds ;  not  a  sound  upon  the  earth, 
or  in  the  air. 

8.  If  there  are  clouds  in  the  sky,  there  will 
be  no  wild  storm  of  wind  and  rain.  The  warm 
drops  of  the  gentle  shower  will  patter  on  the 
roof,  like  the  light  tread  of  your  little  brother 
or  sister's  feet.  You  will  not  wish  to  sleep ; 
but  you  will  lie  awake  to  hear  the  pleasant 
sound  of  the  dropping  rain. 


at, 

clam, 
lamp, 
samp, 


act, 
clamp, 
land, 
sash, 


ARTICULATION. 

a  or  a. 


ash ; 
clash ; 
lash  : 


brad, 

damp, 
rank, 


scant ;      van, 


hade, 
dank, 
rant, 
valve, 


brand  : 

dash ; 
rash ; 

vamp. 


bread 
crumbs 
friends 
fa'  ther 
moth  er 


Bos  ton 
fish  es 
lcs  son 
oth  ers 

al  wavs 


LESSON  HI. 

num  hei 


an'  i  mals 
pieces         car'  ri  ages 
tur  ties        af  fee'  tion 
kind  ness     tin  gers  (t'mg'  gers) 
se  cure'        creat  ures  (kref  vers) 


THE     GIRL     AND     FISHES. 


35 


THE     GIRL     AND     THE     FISHES. 

TN  a  town  near  Boston,  there  once  stood  a 
small  house,  close  by  the  side  of  a  river.     A 
little  girl  lived  in  this  house,  with  her  father 
and  mother. 

2.  This  was  a  very  kind  little  girl.  Every  day 
she  used  to  take  some  bits  of  bread,  and  go  near 
the  edge  of  the  river,  and  call  "Turtie,  turtie." 

3.  A  number  of  turtles  would  swim  to  the 
place  where  she  was,  and  catch  the  pieces  of 
bread  she  threw  into  the  water,  or  take  them 
out  of  her  hand. 

4.  When  the  little  fishes  saw  how  kind  and 


36      NATIONAL  SECOND  READER. 

gentle  she  was,  and  that  she  did  them  no  harm, 
they  would  also  come  and  eat  the  crumbs  of 
bread. 

5.  The  turtles  and  fishes  soon  became  so 
tame,  that  she  could  put  her  hands  into  the 
water  and  take  hold  of  them. 

6.  People  came  many  miles  in  their  carriages 
to  see  the  little  girl  feed  the  fishes  and  turtles. 
She  was  so  gentle  and  kind,  that  the  little 
creatures  had  no  fear  of  her.  They  would 
crowd  around  her  hands  in  the  water,  and  take 
the  bread  from  her  fingers. 

7.  You  see,  from  this  lesson,  how  much  may 
be  done  by  kindness.  The  little  boy  or  girl 
that  is  kind  to  others,  will  always  have  friends. 
By  kindness  to  dogs,  horses,  and  other  animals, 
you  may  always  secure  their  affection  ;?  and,  as 
you  have  seen,  even  turtles  and  fishes  may  be 
tamed  by  kindness. 


ARTICULATION 

a. 

arch, 

arm, 

art ; 

bard 

card, 

carve, 

dark ; 

darn, 

farm, 

hard, 

hark ; 

harm 

march, 

mark, 

park ; 

part, 

bard,      barge,      hark ; 
,      dart,         far ; 
ar^e,        lark ; 


smart,       starch. 


Af  fee'  tion,  love  ;  good  will. 


SPEAK     KINDLY.  37 


LESSON  IV. 

tears  Ilen'ry  children  again  (a gen') 

filled  kind  ly  scarce  1  y  spok  en  (spok'  n) 

grieved  moment  wounded  roughly  (riif'ly) 

bruised  sun  shine  eas'  i  ly  sin  gle  (sing'  gl) 

SPEAK     KINDLY. 

0  PEAK  kindly  to  your  brother,  Henry :  kind 

words  are  as  easily  said  as  harsh  ones. 

2.  See!  there  are  tears  in  little  Charley's 
eyes.  It  was  but  a  moment  since  that  his  hap- 
py laugh  filled  the  whole  room. 

3.  Ave  you  not  grieved,  my  boy,  that  a  sin- 
gle word,  roughly  spoken  by  you,  should  have 
chased  the  sunshine  from  that  sweet  little  face  ? 

1  am  sure  you  are. 

4.  There,  now  his  tears  have  all  gone,  and 
his  dear  little  arms  are  around  your  neck. 
Never  speak  harshly  to  him  again,  Henry  ;  nor, 
indeed,  to  any  one. 

5.  Kind  words  are  easily  spoken,  and  they  do 
good  to  all ;  while  angry  words  hurt  as  badly 
as  blows ;  and,  sometimes,  a  great  deal  worse. 

6.  Words  hurt  as  badly  as  blows  ?  Oh,  }^es ; 
and,  as  I  have  just  said,  a  great  deal  worse. 

7.  I  have  seen  a  little  boy,  who  scarcely  ever 


38 


NATIONAL  SECOND  READER. 


minded  a  fall,  even  though  his  flesh  was  some- 
times bruised,  or  wounded,  weep,  as  if  his  heart 
would  break,  at  an  unkind  word.  Speak  kindly 
to  each  other,  then,  my  children. 


ARTICULATION. 

all, 

ball, 

bald; 

a. 

chalk, 

Mil, 

false ; 

gall, 

hall, 

halt ; 

malt, 

salt, 

scald ; 

stall, 

swath, 

tall; 

talk, 

thrall, 

wall ; 

walk, 

warm, 

ward ; 

warn, 

want, 

warp. 

LESSON  Y. 

clock 

dinner 

morn  in^ 

some  times 

watch 

sup  per 

point  iiig 

nam  bers 

twelve 

pic 

ture 

speak  ing 

break  fast 

use'  ful 

broth  er 

let  ters 

fig 

ures 

THE     CL 

rPHE   clock   is   a  very 
useful  thing.     It  tells 
the  time  of  the  day,  and 
of  the  night. 

2.  We  wish  to  know 
at  what  time  to  rise  in 
the  morning,  at  what 
time  to  take  our  break- 


o  c  K. 


THE     CLOCK. 


39 


fast,  at  what  time  to  go  to  school,  at  what  time 
to  go  home  from  school,  at  what  time  to  have 
our  dinner  and  our  supper,  and  when  it  is  time 
to  go  to  bed. 

3.  This  is  what  a  clock  or  a  watch  will  tell  us. 

4.  But  how  can  the  clock  tell  us  the  time  ? 
The  clock  cannot  speak. 

5.  Oh,  no,  the  clock  cannot  speak ;  but  the 
clock  can  tell  us  the  time  by  pointing  to  it. 


6.  If  your  little  brother  should  ask  you  where 
his  ball  is,  and  you  should  point  to  the  floor, 
under  the  table,  with  your  finger,  that  would 
be  telling  him,  without  speaking. 

7.  So  the  clock  tells  the  hours,  by  pointing 
to  them,  without  speaking. 

8.  The  clock  has  no  lingers  to  point  with ; 


40 


NATIONAL  SECOND  READER. 


but  it  lias  two  long  and  slim  bars,  which  we  call 
its  hands,  which  I  shall  show  you  in  this  picture. 


9.  In  the  picture,  you  see  the  round  face  of 
the  clock,  with  its  two  hands  pointing  at  the 
figures,  which  are  all  around  the  face.1 

10.  The  figures  stand  for  numbers,  and  there 
are  twelve  of  them  on  the  face  of  the  clock. 
These  numbers  are  sometimes  made  with  fig- 
ures, and  sometimes  with  letters. 

11.  Here  are  the  numbers,  made  both  with 
letters  and  with  figures,  which  you  must  read 
before  I  can  tell  you  any  thing  more  about  the 
clock. 


One 1 

Two 2 

Three       ...  3 

Four 4 

Five 5 

Six G 


I 

II 

in 

IY 

Y 

YI 


Seven 
Eight. 
Nine  . 
Ten.  . 
Eleven 
Twelve 


.  7 
.  8 
.  9 
.  10 
.  11 
.  12 


YII 

Yin 

IX 

X 

XI 

xn 


The  face  of  the  clock  is  called  the  Dial-plate. 


THE     CLOCK. 


41 


LESSON  VI 


reached  slowly  twenty 
fif  teen  min  ute  near  est 
tliir  ty        quar  ter      wlietli  er 


be  cause' 
eleven  (elev'yn) 
exactly  (egzakt'ly) 


THE     CLOCK CONCLUDED. 

HPHE  clock  has  two  hands,  a  16ng  one  and  a 
short  one.      The  short  hand  is  the  hour- 
hand,  and  the  long  one  is  the  minute-hand. 

2.  The  short  hand,  or  hour-hand,  moves  very 
slowly ;  and  the  long  hand,  or  minute-hand,  goes 
all  around  the  face  of  the  clock,  while  the  hour- 
hand  goes  from  one  figure  to  the  next  one. 


3.  In  this  picture,  you  see  that  the  hour-hand 
points  to  the  number  one,  and  the  minute-hand 
points  to  twelve.  It  is  now  exactly  one  o'clock, 
by  this  clock. 

4.  When  the  minute-hand  points  to  twelve, 
the  hour-hand  always  points  to  the  hour  of  the 


42      NATIONAL  SECOND  READER. 

day,  and  it  is  exactly  that  hour  at  which  the 
hour-hand  points. 

5.  It  would  be  very  easy  to  tell  what  o'clock 
it  is,  if  we  had  to  tell  only  the  hour,  because 
the  hour-hand  points  to  the  hour. 

6.  But,  to  tell  the  time  exactly,  we  must  look 
at  the  minute-hand,  as  well  as  the  hour-hand, 
and  see  where  the  minute-hand  is. 

7.  When  the  minute-hand  points  to  the  fig- 
ure one,  it  is  five  minutes  past  the  hour  at  which 
the  hour-hand  points 

8.  When  the  minute-hand  is  at  the  figure 
two,  it  is  ten  minutes  past  the  hour. 

9.  When  the  minute-hand  is  at  three,  it  is 
fifteen  minutes,  or  a  quarter,  past  the  hour  at 
which  the  hour-hand  points. 

10.  When  the  minute-hand  is  at  four,  it  is 
twenty  minutes  past  the  hour. 

11.  When  the  minute-hand  is  at  five,  it  is 
twenty -five  minutes  past  the  hour. 

12.  When  the  minute-hand  is  at  six,  it  is  thirty 
minutes,  or  half-past  the  hour,  and  the  hour- 
hand  has  reached  half  way  to  the  next  hour. 

13.  When  the  minute-hand  is  at  seven,  it  then 
wants  twenty-five  minutes  of  the  next  hour; 
that  is,  the  hour  to  which  the  hour-hand  is 
nearest. 


T II  E     C  L  O  C  K.  43 


14.  When  the  minute-hand  is  at  eight,  it  then 
wants  twenty  minutes  of  the  next  hour. 

15.  When  the  minute-hand  is  at  nine,  it  wants 
a  quarter  of  that  next  hour. 

16.  When  the  minute-hand  is  at  ten,  it  wants 
ten  minutes  of  that  next  hour 


17.  When  the  minute-hand  is  at  eleven,  it 
then  wants  five  minutes  of  the  hour  to  which 
the  hour-hand  is  nearest. 

18.  And  when  the  minute-hand  is  again  at 
twelve,  it  is  exactly  the  hour  at  which  the  hour- 
hand  points. 

19.  Now,  see  whether  you  can  tell  what  o'clock 
it  is  by  the  three  clocks  in  the  picture  above. 


ARTICULATION. 

a. 

bare,        care,         chair ;  dare,  fare,  flare ; 

glare,        hare,         latr ;  mare,  pare,  rare ; 

scare,        snare,        spare ;  stare,  tare,  ware. 

Note. — The  fifth  element,  or  sound,  represented  by  a,  is  its  first  or 
alphabetic  sound,  modified  or  softened  by  r. 


44      NATIONAL  SECOND  READER. 


LESSON  YII. 


sneezed 

Su  san 

dress  ing 

ev'ery 

mewed 

cellar 

running 

against  (agensf) 

brought 

tow  el 

perhaps' 

enough  (enuf) 

kit' ten 

pi  hy  ful 

ex  cept 

mis'  chiev  ous 

MARY   S     KITTEN. 

T  ONCE  knew  a  little  girl  named  Mary.     She 
had  a  little  kitten  that  had  blue  eyes,  and 
was  all  white  except  the  tip  of  its  tail  and  one 
paw,  which  were  black. 

2.  The  kitten  loved  Mary  very  much.  Every 
morning  she  would  come  to  her  door,  and,  when 
it  was  opened,  she  would  run  in  and  jump  on 
her  bed,  and  pur,  and  rub  her  face  against 
Mary's  cheek,  as  if  to  say,  "Good-morning!" 

3.  She  was  a  playful  little  kitten,  too.  When 
Mary  was  dressing,  she  would  run  after  her,  and 
play  with  her  shoe-ties,  so  that  sometimes  Mary 
was  not  dressed  when  the  breakfast-bell  was  rung. 

4.  One  day,  Mary  went  to  see  her  aunt,  and, 
on  her  return  home,  she  could  not  find  her  kit- 
ten. She  called  all  over  the  house,  but  the  kit- 
ten did  not  come.  "  Oh,  mother !"  said  she,  "  I 
fear  my  kitten  is  16st." 

5.  Her  mother  opened  the  cellar-door,  and 


mary's   kitten. 


called  " Kitty,  kitty!"  In  a  moment,  a  little 
kitten  came  running  up  the  stairs.  As  soon  as 
Mary  saw  her,  she  began  to  cry,  and  said,  "  This 
is  not  my  kitten :  my  kitten  is  all  white,  and 
this  one  is  all  black." 

6.  And,  sure  enough,  the  little  mischievous 
creature  had  been  among  the  coal,  and  was  so 
full  of  the  black  coal-dust,  that  you  would  have 
thought  she  had  never  been  white.  Mary's 
mother  laughed,  as  she  said,  "Kitty  is  some- 
thing like  my  little  girl.  When  she  is  cr6ss,  I 
say,  '  That  is  not  my  little  Mary,  for  my  little 
girl  is  pleasant,  and  this  little  girl  is  cross.'  Let 
Susan  wash  kitty,  and  perhaps  she  will  be  white 
again." 

7.  Susan  brought  a  pail  of  water  and  some 
soap,  and  held  the  kitten  fast  in  the  pail  while 
she  rubbed  her  well.  Kitty  did  not  like  it 
much,  and  tried  to  get  away.  She  sneezed  and 
mewed,  as  the  water  got  into  her  mouth.  But 
pretty  soon  she  was  all  white  again,  and  Susan 
rubbed  her  as  dry  as  she  could  with  a  towel, 
and  put  her  into  Mary's  apron. 

8.  Mary  ran  smiling  into  her  mother's  room. 
"  Oh!  here  is  my  white  kitten  come  back  again," 
she  said.  And,  sure  enough,  the  kitten  was  as 
pretty  as  ever. 


46 


NATIONAL  SECOND  READER. 


9.  "Now  the  kitten  is  like  my  little  Mary, 
when  she  is  good,"  said  her  mother.  "I  then 
say,  I  am  so  glad  to  have  my  pleasant  little  girl 
back  again,  instead  of  the  cross  child  who  was 
here  a  short  time  ago." 


ARTICULATION. 

ask, 

bask, 

blast; 

a. 
branch, 

brass, 

cask ; 

cast, 

chance, 

class ; 

dance, 

fast, 

glance ; 

glass, 

grasp, 

grass; 

lass, 

last, 

mast ; 

pass, 

stiff, 

task; 

path, 

vast, 

waft. 

Note. — The  sixth  element  represented  by  a  is  a  sound  interme- 
diate between  a,  as  heard  in  fat,  hat,  and  a,  as  in  arm,  arch. 


LESSON  VIII. 

sum'mer    butter       thankful        fountain 


gar  den 
flower 

bush  es 
during 


wo  man 
coun  try 
parents 
picking 


basket        stories 


watching 
swim  ming 
gold-fish 
ques  tions 
weath  er 


explains 
pretty  (prit'ty) 
nothing  (niith'ing) 
people  (pe'pl) 
ex'  er  cise 


AMY     LEE. 

AN  the  next  page  is  a  picture  of  the  farm- 
house  where  Amy  Lee  lives  with  her  aunt 


m  summer. 


AMY     LEE. 


47 


^■^jssxo^ 


2.  When  the  weather  is  cold,  she  lives  with 
her  parents,  in  the  city  of  New  York ;  but  dur- 
ing the  warm  weather  she  is  left  with  her  aunt 
in  the  country. 

3.  You  see  the  rear1  of  this  house.  Vines 
have  grown  up  and  covered  its  sides ;  and  two 
large  rose-bushes  form  an  arch2  over  the  door. 

4.  Here  is  a  fine  flower-garden  and  some  fruit 
trees.  You  see  Amy  standing  by  the  fountain,3 
watching  some  pretty  little  gold-fishes  that  are 
swimming  in  the  clear,  cold  water. 


1  Eear,  the  back  part. 

3  Fount' ain,  a  spring  of  water 


2  Arch,  a  part  of  a  circle  or  rim 
a  small  basin  of  rising  water. 


48  NATIONAL     SECOND     READER. 

5.  She  has  just  been  picking  some  flowers  for 
her  aunt,  and  the  exercise  has  given  a  glow  of 
health  to  her  cheeks. 

6.  The  pure  morning  air,  the  bright  sun- 
shine, the  songs  of  the  birds,  and  the  sweet 
scent  of  the  fruit  and  the  flowers,  have  made 
her  heart  glad. 

7.  She  loves  the  little  fishes,  and  she  would 
like  to  hold  them  in  her  hands,  and  play  with 
them ;  but  her  aunt  has  told  her  that  she  must 
not,  and  she  is  a  kind  and  good  little  girl,  and 
does  as  she  is  bid. 

8.  Amy's  aunt  has  no  little  boys  nor  girls  of 
her  own ;  but  she  loves  Amy  very  much,  and 
takes  great  pains  to  teach  her  many  useful 
things. 

9.  Her  aunt  tells  her  many  fine  stories,  and 
gives  her  little  books,  and  teaches  her  how  to 
read  them. 

10.  Amy  sometimes  asks  very  strange  ques- 
tions ;  but  her  aunt  is  always  kind,  and  explains 
to  her  what  she  wishes  to  know. 

11.  When  poor  people  call  at  the  door  to  beg 
for  food,  Amy's  aunt  allows  her  to  take  some 
bread  and  butter,  or  meat,  to  them,  and  some- 
times she  gives  them  some  nice  pie  and  cake, 
or  fruit. 


AMY    LEE. 


49 


12.  Here  you  see  a  poor  woman,  with  a  bas- 
ket on  her  arm.     She  has  a  sick  little  boy  at 
home,  whom  she  loves  very  much,  but  she  has 
nothing  to  give  him  to  ,^— g|B^=^_ 
eat.   Amy  has  just  giv- 
en her  a  loaf  of  bread, 
and  she  has  some  fine 
ripe  grapes,  in  her  lit- 
tle basket,  to  send  to 
the    poor    sick    boy. 
How  happy  she  looks, 
and  how  thankful  the 
poor  woman  is ! 

13.  I  hope  that  all 
the  boys  and  girls,  who 
read  this  story  of  Amy 
Lee,  will  always  be  kind  to  the  poor ;  for  if  they 
would  be  happy  themselves,  they  must  strive  to 
make  others  happy  also. 


AKTICULATIOK 


a  or  e. 


be, 
eke, 
scene, 
beam, 


he, 

breve, 
scheme, 
beard. 


m£; 
cede; 
she; 
beat; 


w&, 
glebe, 
the, 
dear, 


here, 

these, 

fear. 


eve; 

mere ; 
theme 
hear. 


50      NATIONAL  SECOND  READER. 


LESSON  IX. 

seamed  taking  Nellie  carried 

pushed  imcle  middle  scissors 

qui  et  wag  on  shear  ing  an  oth'  er 

que<?r'  ly  al  ways  wet  ting  Bal'  ti  more 

NELLIE. 

TVTOT  far  from  Baltimore,  lived  a  little  girl, 
■^  whose  name  was  Nellie.  She  was  a  good 
little  girl ;  but  she  was  so  fond  of  fun,  that  she 
often  forgot  what  was  right,  and  made  a  great 
deal  of  trouble  for  herself  and  her  mother. 

2.  One  day,  she  carried  the  cat  up  stairs,  and 
taking  a  pair  of  scissors,  cut  very  many  little 
bits  of  fur  from  pussy's  back  and  sides.  She 
did  not  hurt  puss,  for  she  was  always  gentle 
with  her,  but  it  made  her  look  very  queerly. 

3.  Puss  went  down  stairs,  where  Nellie's 
mother  was  at  work,  and  sat  down  in  the  mid- 
dle of  the  room.  She  then  looked  at  Nellie's 
mother,  as  though  she  would  sav,  "Just  look 


wo 


say, 


and  see  what  Nellie  has  been  doing  to  me." 

4.  Nellie  was  once  sent  into  the  country  to 
stay  with  her  uncle  John,  during  the  summer. 
She  was  very  fond  of  the  country;  and  she 
loved  her  uncle  John,  because  he  was  always 
very  kind  to  her. 


NELLIE.  51 


5.  Nellie's  uncle  had  a  great  many  sheep  and 
little  lambs.  When  the  day  came  for  shearing 
the  sheep,  Nellie  was  told  she  might  go  into  the 
field  where  they  were,  but  she  must  keep  very 
quiet,  and  not  drive  them  about. 

6.  But  when  Nellie  got  there,  she  forgot  all 
that  her  uncle  had  said.  She  chased  the  sheep 
and  lambs  all  over  the  field  for  a  long  time. 

7.  At  last  one  large  sheep  seemed  to  think  he 
could  play  at  this  game  too.  So  he  ran  at  Nel- 
lie, when  she  did  not  see  him,  and  pushed  her 
down  the  bank  into  the  brook,  where  the  men 
were  washing  some  of  the  sheep. 

8.  This  made  the  men  all  laugh  very  much, 
when  they  saw  Nellie  was  not  hurt.  Nellie  did 
not  think  this  was  funny,  though  she  did  not 
mind  the  wetting,  as  she  was  used  to  cold  water. 

9.  As  she  rode  home  in  the  wagon,  she  told 
her  uncle  that  she  would  try,  another  day,  to  do 
as  she  was  told. 


ARTICULATION. 

e  or  e. 

end,         bend,        blend ;      bless,  get,  held ; 

help,        kept,        lend ;         melt,  mend,  nest ; 

peck,       pelt,  pent ;         pest,  quench,  rest ; 

slept,       swept,      tent ;         vest,  went,  west. 


52      NATIONAL  SECOND  READER. 


LESSON  X. 

crn' el  teacher  nestlings  beau' tiful 

win  ter  speck  led  de  cide'  sev  er  al 

wick  ed  scarce  ly  your  self  in  no  cent 

feath  ers  crowd  ed  to  getli'  er  hnn  gry  (liung'  gry) 

don't   kill   the   birds. 
"  TS  it  very  cruel  to  slioot  little  birds  ?"  I  some- 
times  hear  boys  ask  their  teacher  or  friends. 
I  will  tell  you  a  story  of  some  little  birds,  that 
you  may  decide  for  yourself. 

2.  The  first  warm  day  in  spring,  two  little 
birds  came  flying  from  the  South,  where  they 
had  spent  the  winter,  to  the  woods  where  they 
had  lived  the  summer  before.  They  found  the 
same  tree  where  their 
nest  had  been  then,  but 
the  nest  was  spoilt,  and 
they  made  a  new  one. 

3.  They  were  very 
busy  at  work  for  seve- 
ral days,  until  they  had 
a  beautiful  little  home. 
It  was  made  of  hay  and 
hair,  and  lined  with 
m6ss.     Soon  there  were  four  little  eggs  in  it, 


don't   kill   the   birds.  53 

and  then  one  of  the  birds  staid  at  home  to  keep 
them  warm,  while  the  other  flew  off  for  food. 

4.  After  a  while,  there  were  four  little  birds 
hatched  from  the  eggs ;  but  they  were  poor  lit- 
tle feeble  things,  not  strong  enough  to  fly. 
They  had  no  feathers  to  keep  them  warm. 
The  mother-bird  spread  her  wings  over  them, 
and  scarcely  ever  left  the  nest,  for  fear  her  nest- 
lings1 would  die.  Her  mate  brought  food  for 
her  and  for  the  little  ones. 

5.  One  afternoon,  the  father-bird  had  been 
gone  a  long  time,  and  the  little  birds  began  to 
be  very  hungry.  They  chirped  and  chirped 
for  food,  but  no  food  came.  "  I  will  go  and 
look  for  some  Avorms  for  you,"  said  their  mother. 
And  she  flew  away,  calling,  as  she  went,  for  her 
mate. 

6.  But  the  poor  little  bird  would  never  come 
to  her  again,*  for  he  was  dead.  A  wicked  boy 
had  shot  him,  just  for  fun.  The  mother-bird 
was  flying  home  with  a  nice  supper  for  her 
nestlings,  when  the  same  boy  saw  her.  He 
took  aim  and  fired,  and  she,  too,  fell  to  the 
ground. 

7.  The  little  birds  in  the  nest  called  in  vain 

1  Nest'  lings,  young  birds  in  the  nest,  or  just  taken  from  the 
nest. 


54 


NATIONAL  SECOND  READER. 


for  their  mother  that  night.  The  sun  went 
down,  but  she  did  not  come.  They  crowded 
close  together,  to  keep  themselves  warm,  but 
they  grew  colder  and  colder,  and,  before  morn- 
ing, these  little  birds  were  all  dead,  too. 

8.  Now,  was  it  not  cruel  to  shoot  the  two 
old  birds,  and  leave  the  young  ones  to  die  in 
their  nest  ?  Do  you  not  think  it  would  be  cruel 
and  wicked  to  kill  any  of  the  little  innocent 
birds  that  you  see  in  the  garden  or  fields  ? 


ARTICULATION. 

err, 

fern, 

e. 
germ ;        her, 

herd, 

nerve ; 

perch, 

serf, 

serge ;        serve, 

term, 

verse ; 

bird, 

chirp, 

firm ;         first, 

girl, 

girth ; 

mirth, 

quirk, 

shirk ;        shirt, 

skirt, 

whirl ; 

hum, 

bwrst, 

clmrch ;    crmrn, 

fur, 

furl ; 

hurt, 

n^rse, 

-pur ;          pwrse, 

turn, 

myrrh. 

Note. — The  third  element,  or  sound,  represented  by  e,  is  e  as 
heard  in  end,  modified  or  softened  by  r.  It  is  also  represented  by  i, 
u,  and  y. 


nev'  er 
war  hie 


LESSON  XL 


j  oy  cms 
chill  ian 


che^r  less 
warm  est 


harm  less 
disturb'  (terh) 


don't   kill   the   birds.  55 


DON   T     KILL     THE     BIRDS. 

1.  T\ON'T  kill  the  birds,  the  little  birds, 

That  sing  about  your  door, 
Soon  as  the  joyous  spring  has  come, 
And  chilling  storms  are  o'er. 

2.  The  little  birds,  how  sweet  they  sing ! 

Oh,  let  them  joyous  live, 
And  do  not  seek  to  take  their  life, 
Which  you  can  never  give. 

3.  Don't  kill  the  birds,  the  pretty  birds, 

That  play  among  the  trees ; 
'T  would  make  the  earth  a  cheerless  place 
To  see  no  more  of  these. 

4.  The  little  birds,  how  fond  they  play ! 

Do  not  disturb  their  sport ; 
But  let  them  warble1  forth  their  songs, 
Till  winter  cuts  them  short. 

5.  Don't  kill  the  birds,  the  happy  birds, 

That  cheer  the  field  and  grove ; 
Such  harmless  things  to  look  upon, 
They  claim  our  warmest  love. 

1  War'  ble,  to  sintx. 


56 


NATIONAL  SECOND  READER. 


ice, 
lire, 
life. 


sire. 


ARTICULATION. 

1  01 

'  i. 

bind, 

child ; 

dime, 

fife, 

grind, 

hide ; 

hive, 

kind, 

like, 

mild ; 

prize, 

rice, 

spite, 

time ; 

while, 

white 

find ; 

kite ; 
ride ; 


wise. 


LESSON  XII, 


snapped 

growl  ing 

tempt  ed 

car'  r  y  ing 

shad'  ow 

greed  y 

sup  posed' 

an  oth'  er 

river 

cross  ing 

be  longed 

for  get  ting 

hav  ing 

float  ed 

ap  peered 

re  mem  ber 

THE    DOG    AND    HIS     SHADOW. 

A  CROSS  dog,  having  a  large  piece  of  meat, 
"^  was  carrying  it  home  in  his  mouth.  On  his 
way,  he  had  to  pass 
over  a  river. 

2.  As  he  was  cross- 
ing the  stream  he  saw 
his  own  shadow  in  the 
water.  He  supposed  it 
to  be  another  dog  with 
a  piece  of  flesh  in  his 
mouth.  Forgetting  his 
own  meat,  he  snapped 


THE     DOG    AND     HIS    SHADOW.  57 

at  his  shadow,  to  seize  the  piece  of  meat  that 
the  shadow  appeared  to  have  in  its  mouth. 

3.  As  he  opened  his  mouth,  his  own  meat 
fell  out,  and  floated  down  into  the  water,  and 
was  lost,  while  he  was  growling  at  the  shadow. 

4.  This  cross  and  greedy1  cur2  thus  lost  his 
own  meat,  wlnle  he  was  trying  to  get  what  he 
supposed  belonged  to  another. 

5.  When  little  boys  and  girls  are  tempted  to 
try  to  get  away  things  that  belong  to  others,  / 
hope  they  will  remember  this  story  of  the  dog 
and  his  shadow. 


ARTICULATION. 

i  or 

z 

1. 

inch, 

ink, 

cling ; 

fringe, 

finch, 

give; 

glimpse, 

hint, 

kiss ; 

king, 

lift, 

live ; 

mint, 

mist, 

pink ; 

quick, 

quill, 

ring; 

rinse, 

silk, 

sink; 

will, 

» 1 

wind, 

wing. 

LESSON  XIII. 

dur'ing       climate     feathers        he  sides' 

sparrow     Murray    snow-birds    cov  ered  (kuv'  ercl) 

chirp  ing     cor  ners     hay-stacks     froz  en  (fro'  zn) 


1  Grged'  y,  very  hungry  ;  eager  to  get  any  tliinj 
a  Cur  (k&r),  a  snarling  dog. 


58  NATIONAL     SECOND     READER. 


THE     SNOW-BIRDS. 

George.  Oh,  mother !  the  ground  is  all  cov- 
ered wzth  snow ! 

Mother.  Yes,  my  dear :  it  has  snowed  during 
the  night,  and  covered  the  earth  to  the  depth 
of  several  inches. 

George.  Oh,  look  at  the  pretty  snow-birds! 
See  how  close  they  come  to  the  door.  But  are 
they  not  very  cold,  mother,  their  feet  are  so 
red? 

Mother.  No,  George.  The  little  snow-birds 
are  not  afraid  of  the  cold.  They  are  all  cov- 
ered wzth  soft  and  warm  feathers. 

George.  But  are  not  their  feet  cold  ?  When 
my  feet  were  once  almost  frozen,  they  were  red, 
just  like  the  snow-bird's  feet. 

Mother.  Their  feet  are  always  red,  in  summer 
as  well  as  in  winter. 

George.  Where  do  the  snow-birds  go  in  the 
summer-time,  mother  ?  I  never  see  them  after 
the  wmter  has  gone. 

Mother.  They  love  the  snow  and  the  cold, 
and  they  go  away  off  to  the  north  in  the  sum- 
mer-time, where  they  lay  their  eggs  and  hatch 
their  young  ones. 

George.   Then,  ?'f  they  love  the  cold  so  well, 


THE     SNOW-BIRDS.  50 

why  do  not  they  stay  there  ?    It  is  always  cold 
at  the  north,  you  have  told  me. 

Mother.  They  come  here  for  food.  In  our 
mild  climate,1  very  many  plants  grow,  the  seeds 
of  winch  are  good  food  for  them. 

George.  But  it  snows  here  too,  mother,  and 
covers  up  all  the  ground. 

Mother.  But  not  often  so  deep  as  to  cover  up 
the  tops  of  weeds  and  bushes  in  the  woods  and 
corners  of  the  fields,  from  which  they  may  still 
-pick  the  seeds.  See,  there !  Do  not  you  see 
that  little  bird  picking  out  the  seeds  from  a 
stock  which  still  lifts  itself  above  the  snow  ? 

George.  Oh,  yes !  Dear  Kttle  bird !  See ! 
Now  it  has  come  up  to  the  door,  and  is  picking 
up  the  crumbs  from  the  step. 

Mother.  After  a  deep  snow,  they  always  come 
about  the  houses,  and  barns,  and  haystacks,  to 
pick  up  crumbs  and  seeds. 

.  George,  Where  are  they  when  it  does  not 
snow,  or  when  all  the  snow  is  melted  ? 

Mother.  They  are  in  the  woods  and  the 
fields,  seeking  their  food  from  weeds  and  shrubs. 

George.  They  all  turn  to  sparrows  in  the 
summer-time,  do  they  not,  mother  ? 

1  CH'  mate,  the  heat,  cold,  rain,  and  other  things  that  affect  the 
weather  in  a  place. 


60  NATIONAL     SECOND     READER. 

Mother.  No,  dear.  Dzd  I  not  tell  you  that 
they  all  leave  us,  and  go  away  to  the  north, 
where  the  climate  is  colder  ? 

George.  Oh,  yes.  But  then  I  heard  Mr.  Mur- 
ray say,  that  the  Kttle  chirping  sparrows,  that 
k've  about  the  house  in  summer-time,  are  snow- 
birds, with  new  feathers  on. 

Mother.  Other  people  besides  Mr.  Murray 
have  thought  so.  But  a  sparrow  is  a  sparrow, 
and  a  snow-bird,  a  snow-bird.  But  come,  A  «s 
breakfast-time,  and  you  must  make  yourself 
ready  for  school. 


\ 


ARTICULATION. 

o  or  6. 

old, 

bold, 

bolt ;         bone, 

cold, 

dome ; 

fold, 

hope, 

home;      joke, 

lone, 

mope ; 

more, 

pole, 

post ;        robe, 

roll, 

rope; 

force, 

gold, 

hold ;       rove, 

sole, 

tone. 

LESSON  XIY. 

stand'  ing  Thorn  as  con  duct  laugh  ing  (laf  ing) 

sitting  running  cross-bow  to  ward  (to' ard) 

par  eels  whit  tling  be  hind'  pleas'  ant  ly 

parents  forward  ashamed  imkind'ly 


GENTLE  SUSY.  Gl 


GENTLE  SUSY. 

OITTING  by  my  window  one  morning,  I  saw 
little  Susy  going  down  the  street.    She  had 
been  sent  to  the  store,  and  was  now  on  her  way 
home  with  some  parcels1  in  her  hands. 

2.  Thomas  is  a  little  boy,  whose  par'ents  live 
across  the  street.  He  was  standing  outside  of 
his  father's  gate  whittling,  trying  to  make  a 
cross-how.  Susy,  as  she  went  past,  looked  at 
him,  and  smiled  pleasantly. 

3.  Thomas  did  not  return  her  smile.  After 
he  had  looked  at  her  a  moment,  he  dropped  his 
knife  and  stick,  and,  running  up  behind  Susy, 
put  both  hands  against  her,  and  gave  her  as 
hard  a  push  as  he  could. 

4.  Susy  turned  round,  and  Thomas  ran  back 
a  few  steps,  laughing  loudly.  Then,  as  soon  as 
she  went  forward,  he  would  run  up  again,  and 
give  her  another  rude  push. 

5.  This  he  did  three  or  four  times,  when  Susy 
turned  back,  still  smiling,  held  out  one  of  her 
hands  toward  him,  and  said:  "Come,  Thomas, 
go  with  me  a  little  way,  and  I  will  tell  you 
something." 

6.  The*  boy  hung  his  head.     I  am  sure  he 


1  Par'  eels,  small  bundles  of  goods. 


62      NATIONAL  SECOND  READER. 

felt  ashamed  of  his  conduct,  when  he  heard 
Susy  speak  so  mildly.  He  waited  a  minute. 
Then  he  walked  gently  up,  and  put  his  hand  in 
Susy's,  and  she  led  him  along,  telling  him  a 
pretty  story,  I  have  no  doubt. 

7.  Thomas  must  be  a  very  bad  boy  if  he 
ever  behaves  so  unkindly  again  toward  any 
one.  But  if  Susy  had  become  angry,  and 
struck  Thomas,  or  called  him  hard  names, 
would  he  have  been  made  better  by  it  ? 

8.  Children  ought  always  to  be  gentle  to- 
ward each  other.  I  hope,  if  any  of  the  boys 
or  girls  who  read  this  lesson  are  treated  as  Susy 
was,  they  will  do  as  she  did. 


ARTICULATION. 
6  OV  6. 

bund,        box,        blot ;         block,  chop.  clot ; 

clod,         clog,        clock ;       fond,  flog,  flock ; 

lodge,       not,         plot ;         shop,  spot,  stop ; 

solve,       trot,        moss ;        tost,  lost,  soft. 


LESSON  XV. 


fn'jnre  heavy  servant  beau'tiful 

master  drawing  whether  carrying 

stupid  burden  jealous  attention 

donkey  reason  caress'  consider 


THE  DOG  AND  THE  DONKEY.      63 


THE  DOG  AND  THE  DONKEY. 

A    FABLE. 

A    MAN  once  had  a  beautiful  little  dog,  of 
which  he  was  very  fond.     He  had  also  a 
donkey,1  that  was  very  useful  in  drawing  the 
cart,  and  carrying  heavy  burdens.2 

2.  The  donkey  seeing  his  master  caress3  and 
pet  the  little  dog,  was  very  jealous.4  He  could 
see  no  reason  why  his  master  should  not  pay  as 
much  attention  to  him  as  he  did  to  the  dog. 

3.  Seeing  that  the  dog  always  ran  up  to  his 
master,  as  soon  as  he  came  home,  and  climbed 
up  into  his  lap,  the  stupid5  donkey  supposed 
that,  if  he  should  do  the  same  thing,  his  master 
would  be  as  fond  of  him  as  he  was  of  the  dog. 

4.  One  day,  as  his  master  was  sitting  at  the 
door  of  the  house,  the  donkey  ran  up  to  him, 
and  put  both  of  his  fore-feet  in  his  master's  lap, 
as  he  had  seen  the  little  dog  do. 

5.  His  great  heavy  feet  and  thick  hoofs  hurt 
his  master  very  much,  and  he  called  aloud  to 
the  servants  to  beat  the  donkey  away,  and  shut 
him  up  in  the  barn. 

1  Don' key,  an  ass  or  mule.' 2  Bur' dens,  loads. '  Caress', 

to  treat  with  kindness. 4  Jeal'ous,  uneasy  with  the  fear  that 

some  one  else  has  what  we  want  ourselves. 5  Stu'pid,  dull; 

wanting  understanding. 


64      NATIONAL  SECOND  READER. 

6.  The  story  of  the  donkey  and  the  dog 
should  teach  us  that  it  is  not  proper  for  us  to 
do  every  thing  that  we  see  others  do. 

7.  We  must  consider  whether  what  we  wish 
to  do  will  injure  others.  It  is  not  right  for  you 
to  do  what  would  hurt  or  injure  others.  If  you 
do,  you  may  be  treated  as  harshly  as  the  poor 
donkey  was.    + 


ARTICULATION. 

do, 

to, 

0. 

who ;          lose, 

prove, 

tomb ; 

boon, 

boot, 

moon ;        soon, 

shoot, 

proof ; 

fool, 

loop, 

loom ;         noon, 

spoon, 

spool. 

LESSON  XYI, 


ly'ing 

per  son 

Wllkins 

be  long' 

see  mg 

lift  ed 

mo  ment 

al  read'  j 

bo  som 

farm  er 

sweet  est 

ten'  der  \j 

THE     LAMB. 

A  S  Clara  Wood  was  on  her  way  to  school,  one 
■**■  day,  she  found  a  little  lamb  lying  in  the 
soft,  green  grass.  She  looked  all  around,  but 
its  dam1  was  not  to  be  seen.     She  lifted  it  ten- 

1  Bam,  the  mother  of  a  beast. 


THE     LAMB.  65 


derly  in  her  arms,  and  carried  it  back  to  her 
home. 

2.  As  she  walked  aldng,  the  lamb  laid  its 
head  against  her  bosom,  and  looked  up  in  her 
face  with  its  mild  eyes.  Already  she  loved  it ; 
and  when  she  reached  home,  she  said : 

3.  "Dear  mother!  Look  here,  I  have  the 
sweetest  little  lamb!  It  was  all  alone  in  the 
field,  and  I  have  brought  it  home.  M.iy  it  be 
mine,  mother  ?  I  will  give  it  some  of  my  bread 
and  milk,  and  oh !  I  will  love  it  very  much." 

4.  But  Clara's  mother  said  that  the  lamb,  no 
doubt,  belonged  to  farmer  Wilkins,  and  that  it 
would  not  be  right  for  her  to  keep  it. 

5.  Then  Mrs.  Wood,  seeing  how  sad  Clara 
looked,  said:  "It  would  be  wrong,  my  love, 
for  you  to  keep  what  belongs  to  farmer  Wil- 
kins. If  you  had  a  lamb,  and  it  were  16st, 
would  you  think  it  right  for  the  person  who 
found  it  to  keep  it  as  his  own  ?" 

6.  Clara  Wood,  though  a  little  girl,  saw  in  a 
moment  that  she  had  no  right  to  keep  the 
lamb.  She  then  said,  with  tears  in  her  eyes : 
"  Would  I  better  carry  it  over  to  farmer  Wil- 
kins?" 

7.  "Yes,  dear.  It  may  be  his;  but,  if  not, 
he  can  tell  you  to  whom  it  be!6ngs." 


66      NATIONAL  SECOND  READER. 

8.   Clara  took  the  lamb  in  her  arms  again, 
and  carried  it  over  to  farmer  Wilkins. 


ARTICULATION. 

uoru. 

blu£, 

cube, 

cure; 

du.0, 

duke, 

dupe; 

flute, 

fuge, 

fume; 

fuse, 

glhe, 

June ; 

lure, 

lute, 

mule; 

muse, 

mute, 

pure ; 

slue, 

spume, 

suit ; 

sure. 

tube, 

tune 

LESSON  XVII. 

stand' ing  gently  knowing  an'imal 

looking  garden  scarcely  strawberries 

sto6>p  ing  bring  ing  skip  ping  play  fill  ly 

basket*  pieces  replied'  following 

THE    LAMB CONCLUDED. 

"T  FOUND  this  dear  little  lamb  all  alone  in 
"**  the  fields,  as  I  went  to  school,"  said  Clara, 
when  she  saw  the  farmer.  "Mother  said  it 
must  be  yo^rs ;  and  I  have  brought  it  over  to 
you" 

2.  "  Yes,  it  is  my  lamb,"  said  farmer  Wilkins, 
as  he  took  the  little  animal1  from  her  arms; 
u  and  you  are  a  good  girl  for  bringing  it  home 

1  An'  imal,  any  thing  that  lives  and  hreathes. 


THE    LAMB.  67 


to  me.     If  the  d6gs  had  found  it,  they  would 
have  torn  it  all  to  pieces.'7 

3.  As  the  farmer  said  this,  he  put  the  lamb 
upon  the  ground,  but,  as  Clara  thought,  not 
very  gently.  Stooping  down,  she  put  her  arms 
around  its  neck  and  kissed  it.  Then  looking 
into  the  farmer's  face,  she  said :  "  You  will  not 
hurt  the  poor  lamb,  sir,  will  you  ?" 

4.  "  Oh,  no,  child,  I  will  not  hurt  it."  As  the 
farmer  said  this,  he  saw  that  there  were  tears  in 
the  eyes  of  the  little  girl,  and  knowing  that 
she  loved  the  lamb,  and  would  like  to  keep  it, 
he  said .  "If  that  lamb  were  yowrs,  what  would 
you  do  with  it  ?" 

5.  "  Oh !"  replied  she,  "  I  would  feed  it  with 
new  milk  from  our  cow  every  day ;  and  I  would 
make  it  a  nice  s6ft  bed  to  sleep  on,  where  no 
cold  nor  rain  can  touch  it.  And  I  would  love 
it  so  much!" 

6.  "  Take  it,  then,  my  good  little  girl,"  said 
the  farmer.  "  I  have  a  great  many  lambs  in 
my  flocks,  and  shall  not  miss  this  one.  Take 
it;  it  is  yours.11 

7.  "  Oh,  I  am  so  glad!"  said  the  now  happy 
child.  Then  lifting  the  lamb  once  more  into 
her  arms,  she  ran  home  with  it,  as  fast  as  she 
could.     She  nursed  the  lamb  with   so   much 


68  NATIONAL     SECOND     READER. 

care,  that  it  scarcely1  missed  the  mother  from 
which  it  had  been  taken.  It  soon  learned 
Clara's  voice,  and  would  follow  her  about,  and 
sport  with  her  as  playfully  as  a  kitten. 

8.  Every  day,  when  she  went  to  school,  her 
mother  had  to  shut  the  lamb  up  in  the  house  to 
keep  it  from  following  her ;  but  when  she  came 
home,  it  would  see  her  a  good  way  off,  and 
run,  skipping  along,  to  meet  her. 

9.  Though  the  lamb  could  not  tell,  in  words, 
how  much  it  loved  its  dear  young  friend,  yet 
Clara  could  read  love  in  its  eyes ;  and  she  kneiv 
all  it  would  have  said,  if  it  had  been  gifted 
with  speech. 

ARTICULATION. 

xi  or  u. 

bud,  bump,      bunch ;     blush,  brush,  club ; 

clump,      clutch,      crust ;       duck,  dust,  fund ; 

flush,        hunt,        hush;       judge,  jump,  just; 

lump,       much,      mull;       pump,  rush,  rust. 


LESSON  XVIII. 

hang'ing        trel'lis         offered  attempt' 

passing  master        happened      en'vious 

clusters  scholar       Carney         dis ap point' ed 

1  Scarce'  ly,  in  a  very  small  degree. 


SOUR  GRAPES. 


69 


SOUR  GRAPES. 


A  FABLE. 


A  FOX  passing  by  a  garden,  one  day,  saw 
some  very  sweet  and  ripe  grapes,  hanging 
in  clusters1  from  the  vines.  But  the  vines  had 
been  trained,2  as  vines  should  be,  on  a  high 
wall  or  on  a  tall  trellis,3  and  he  could  not  reach 
them. 

2.  He  jtonped  wp,  and  ran  round  the  vines, 
and  tried  every  way  in  his  power  to  get  at  the 

1  Clus'  ters,  bunches.         2  Trained,  made  to  go  in  the  right  way. 
3  Trel'  lis,    a  frame  made  by  thin  strips  laid  across  each  other. 


70     NATIONAL  SECOND  READER. 

grapes.     But  all  was  in  vain.     He  could  not 
reach  one  of  them. 

3.  At  last,  tired  in  the  vain  attempt  to  reach 
them,  he  went  6ff,  saying  to  himself,  "  They  are 
nothing  b^t  sour  grapes  after  all.  I  would  not 
pick  them  wp,  if  they  were  lying  at  my  feet." 

4.  Sometimes,  little  boys  and  girls  act  just 
as  the  fox  did.  If  they  want  something  which 
they  have  tried  to  get,  and  find  that  some  one 
else  has  been  so  lucky  as  to  obtain  it,  they  say 
it  is  good  for  nothing,  and  they  would  not  take 
it,  if  they  could  get  it. 

5.  John  Carney  was  an  envious1  boy.  He 
had  been  trying  very  hard  to  secure  a  prize 
which  his  teacher  had  offered  to  the  scholar 
that  should  be  at  the  head  of  his  class  on  a  cer- 
tain day. 

6.  It  so  happened  that  James  Read  obtained 
the  prize,  and  John  Carney,  who  wanted  it  very 
mwch,  being  disappointed,  said  to  James,  "  You 
feel  very  proud  because  you  have  the  prize.  I 
would  not  take  it,  if  the  master  would  give  it 
to  me." 

7.  In  saying  and  doing  so,  John  acted  just  as 
the  fox  did,  when  he  could  not  reach  the  grapes. 

1  En'  vi  ous,  wishing  to  have  what  others  have. 


THE    PICTURE-BOOK.  71 

8.  Now,  if  you  hear  any  one  say,  "  Sour 
grapes"  I  hope  you  will  understand  what  it 
means.  

ARTICULATION. 

n 

u. 
bull,        bush,        full ;         pull,         push,         puss ; 
put,         w<?lf,         book ;      hook,       look,         took. 


LESSON  XIX. 


plea'  sure 

pre  f er7 

ap  pe^rs 

prop'erly 

Alfred 

per  cetve 

con  tains 

beau,  ti  ful 

Taylor 

per  haps 

be  cawse 

enjoy'  ment 

leath.  er 

with  out 

a  mus'  ing 

un  der  stand 

THE     PICTURE-BOOK. 

"  A  LFRED,  my  son,"  said  Mr.  Taylor  to  a  bright 
little  boy  seven  years  of  age,  "here  is  a 
beautiful  picture-book  I  have  bought  for  you." 

2.  u  Thank  you,  father,"  said  Alfred.  "  It  is 
a  beautiful  book  indeed,  and  Ml  of  pictures.  I 
shall  prize  this  book  very  much,  because  it  was 
given  me  by  my  dear  father,  and  is  so  pretty." 

3.  "Now,"  said  Mr.  Taylor,  "you  are  old 
enough  to  begin  to  think,  and  I  wish  you  to 
learn  to  think  aright. 


72      NATIONAL  SECOND  READER. 


4.  "  The  older  you  grow,  the  more  yon  will 
learn  to  think,  and  to  think  properly.  You 
can  now  judge  only  how  the  book  appears  to 
the  eye.  But  it  contains  something  more  than 
the  pictures.     Can  you  tell  me  what  that  is  ?" 

5.  "  Oh,  yes,  father.  It  has  an  inside  and  an 
outside,  and  many  leaves,  and  two  pages  on 
each  leaf.  And  then  there  is  the  thick  cover 
of  the  book,  which  is  made  of  soft  leather." 

6.  "And  now,  my  son,  if  you  should  shut 
your  eyes  and  keep  them  shut,  while  I  read  to 
you  one  of  the  amusing  stories  of  which  this 


THE     PICTURE-BOOK.  73 

book  is  so  Ml,  would  you  not  perceive  that 
there  is  something  in  the  book,  which  needs 
not  to  be  seen,  in  order  to  be  enjoyed  ?" 

7.  "Yes,  father,  I  know  the  book  is  Ml  of 
stories  ;  and  there  are  many  pictures,  too, 
which  show  what  the  stories  are  about." 

8.  "  But,  if  the  pictures  were  not  there,  could. 
you  understand  the  stories  in  the  book  ?" 

9.  "  No,  sir,  unless  some  one  should  read 
them  to  me." 

10.  "Now,  which  would  you  prefer,"  said  his 
father,  "  a  book  Ml  of  stories,  without  pictures, 
or  a  book  Ml  of  pictures  without  stories  ?" 

11.  "I  would  much  rather2  have  a  book  Ml 
of  stories  without  pictures,  than  a  picture-book 
without  stories,"  said  Alfred. 

12.  "But  you  can  see  the  pictures.  Can  you 
see  the  stories,  my  son  ?" 

13.  "No,  sir ;  but  you,  or  dear  mother,  could 
read  the  stories  ;  or,  I  might  read  them  myself." 

14.  "Now,  my  son,"  said  Mr.  Taylor,  "this 
book  will  teach  you  a  useful  lesson.  While  it  is 
Ml  of  pictures  and  pleases  your  eye,  at  the 
same  time  the  stories  in  it,  though  you  may  only 
hear  them,  will  afford8  you  still  greater  pleasure. 

1  Perceive',  to  see. a  Path'  er,  more  willingly. s  Afford', 

give. 


74 


NATIONAL  SECOND  READER. 


15.  "  The  ear,  then,  may  afford  you  as  much 
enjoyment  as  the  eye.  With  the  eye,  you  may 
see  the  sun,  the  moon,  the  stars,  and  all  the  beau- 
tiful things  around  you.  With  the  ear,  you  may 
hear  pleasant  sounds,  sweet  music,  and  the  glad 
voices  of  your  friends." 


ARTICULATION. 
ou. 

our,        out,         bounce ;    bound,  couch,     cloud ; 

doubt,    found,     fount',        hound,  house,     jewnce; 

loud,      lounge,   mount',      mouth,  nounce,  -pound', 

round,    rouse,      sound',       south,  shout,      wound. 


LESSON  XX. 


al'most  intend'  generous       continued 

daughter       displeased     remem'ber    disobey' 
quarrelled    safisfied       forgotten       generos'ity 


THE     GENEROUS     CHILDREN, 


"  T  UCY,  did  you  give  your  little  brother  the 
rr  peach,  which  I  gave  you  for  him?"  said  a 

father,  to  his  little  daughter.     uNo,  father,  I 

did  not,"  said  Lucy. 

2.   "  And  why  did  you  not,  my  child?"  said 

her  father.     "  I  gave  you  two  peaches,  a  large 


THE     GENEROUS     CHILDREN.  75 

one  and  a  small  one.  The  large  one  was  for 
yourself,  and  the  small  one  for  your  brother. 
Were  you  not  satisfied  ?  Yours  was  much 
larger  than  the  one  I  told  you  to  give  to  him. 
I  hope  you  have  not  eaten  them  both." 

3.  "  Oh  no,  dear  father,"  said  Lucy.  "  I  ate 
only  the  smaller  one,  and  gave  to  dear  little 
brother  the  larger  one." 

4.  u  But  why  did  you  not  give  him  the  small- 
er one,  as  I  told  you  to  do  ?"  said  her  father. 

5.  "Because,  I  thought  he  would  like  the 
larger  one  better,"  said  Lucy.  aI  love  my 
dear  little  brother,  and  I  am  pleased  when  I 
see  him  happy.  I  did  not  intend  to  disobey 
you,  dear  father,  and  I  hope  you  will  not  be 
displeased  with  what  I  have  done." 

6.  Her  father  looked  at  his  little  daughter 
with  a  smile  on  his  face,  while  a  tear  started  in 
his  eye,  as  Lucy  continued. 

7.  "  But  little  brother  almost  quarrelled  with 
me  abowt  it,  dear  father.  He  said  that  he  would 
have  the  little  peach,  and  that  I  should  eat  the 
big  one." 

8.  "He  was  a  generous1  little  fellow,"  said 
her  father,  "  and  you  too  are  a  generous  little 

1  Gen'  er  ous,  willing  to  give  for  the  enjoyment  of  others. 


76     NATIONAL  SECOND  READER. 

girl ;  and,  so  far  from  being  displeased  with 
you,  I  am  pleased  with  you  both.  I  gave  the 
larger  peach  to  you,  because  you  are  older  and 
larger  than  he  is." 

9.   "And  I,"  said  Lucy,  uwant  to  give  the 
best  things  to  my  dear  little  brother." 

10.  "Lucy,"  said  her  father,  "tell  me  truly, 
when  you  had  eaten  the  smaller  peach,  and  saw 
your  little  brother  eating  the  larger  one,  did  you 
not  wish  you  had  kept  the  larger  one  yourself?" 

11.  "Oh  no,  dear  father,  it  gave  me  more 
pleasure  to  see  my  dear  little  brother  enjoying 
his  peach,  than  to  have  eaten  it  myself." 

12.  "  That  is  true  generosity,"  said  her  fa- 
ther. "  We  are  not  generous,  when  we  give 
to  others,  what  we  do  not  want  ourselves.  To 
be  generous  is  to  give  to  others  what  we  do 
want  owrselves,  and  can  ourselves  enjoy. 

13.  "And  yww,  my  dear,"  said  her  father,  as 
he  kissed  her,  "  I  wish  you  to  remember  how 
happy  you  feel,  after  you  have  done  a  generous 
act.  If  you  had  eaten  the  larger  peach  your- 
self, it  might  have  pleased  you  for  the  time,  but 
the  pleasure  would  soon  have  been  forgotten. 
But  now  your  generous  action  not  only  gives 
pleasure  to  you,  but  it  will  make  me  and  your 
dear  mother  and  all  your  friends  happy." 


r 

rABLE     OF 

VOWEL     ELEMENTS. 

17 

TABLE  OF  THE  VOWEL  ELEMENTS 

OK  TONICS.1 

a  or  a 

as  in 

age, 

ate, 

bane, 

dame, 

tame. 

a  or  a 

a 

at, 

ash, 

damp, 

land, 

lamp. 

a 

ii 

art, 

arm, 

march, 

card, 

hard. 

a 

ii 

all, 

ball, 

pawse, 

want, 

walk. 

a 

ii 

bare, 

care, 

flare, 

rare, 

ware. 

a 

a 

ask, 

asp, 

glass, 

dance, 

pant. 

e  or  e 

a 

he, 

we, 

these, 

cede, 

glebe. 

e  or  e 

a 

elk, 

end, 

bless, 

blend, 

west. 

e 

a 

err, 

her, 

nerve, 

s£rve, 

verse. 

1  or  i 

a 

ice, 

ire, 

child, 

mild, 

wise. 

i  or  i 

a 

Ink, 

inch, 

give, 

silk, 

w!ng. 

6  or  6 

a 

61d, 

ode, 

bold, 

cold, 

home. 

6  or  6 

a 

on, 

bond, 

block, 

flock, 

fond. 

6 

u 

do, 

to, 

who, 

pr6ve, 

tomb. 

u.  or  u 

a 

cube, 

cure, 

duke, 

dupe, 

fuse. 

ii  or  u 

u 

bud, 

bulb, 

hush, 

Mil, 

hunt. 

* 

u 

a 

full, 

pull, 

put, 

puss, 

push. 

0i£ 

a 

<mr, 

out, 

found, 

house, 

loud. 

1  First  require  the  pupils  to  utter  an  element  by  itself,  then  to 
pronounce  distinctly  the  words  that  follow,  uttering  the  element 
after  each  word — thus:  age,  a  ;  ate,  a  ;  bane,  a,  &c.     Exercise  the 
class  upon  the  above  table,  till  each  pupil  can  utter  consecutively  all 
the  vowel  sounds.     The  attention  of  the  class  should  be  called  to 
the  fact  that  the  first  element,  or  sound,  represented  by  each  of 
the  vowels,  is  usually  indicated  by  a  horizontal  line  placed  over 
the  letter,  and  the  second  sound  by  a  curved  line. 

78      NATIONAL  SECOND  READER. 


LESSON  XXL 


E#'  ton 

boast  er 

spar  row 

with  ont 

story 

thought  less 

be  Keve' 

de  ceive 

sor  row 

cat  bird 

recite 

to  geth'  er 

pig  eon 

black  bird 

re  plitfd 

often  (of  n) 

BOASTING. 

ANNA  STRONG  was  a  sad  little  boaster.1 
Though  she  meant  to  speak  the  truth,  she 
was  so  vain  and  thoughtless,  that  no  one  could 
believe  her. 

2.  She  always  wanted  a  long  lesson.  She 
would  say,  "I  can  learn  it  all;  it  is  not  too 
hard  for  me ;"  though,  when  her  class  was 
called  out  to  recite,  she  was  very  often  sent 
back  to  her  seat  to  study. 

3.  If  any  thing  was  to  be  done,  at  home  or 
at  school,  Anna  would  always  say,  "/  know 
how;  please  to  let  me  do  it;"  even  if  it  was  a 
thing  she  could  not  do  at  all. 

4.  Miss  Eaton  was  Anna's  teacher.  One  day, 
she  wished  some  one  to  point  to  the  names  of 
the  cities  on  a  large  map,  so  that  all  the  girls 
in  the  class  might  know  where  to  find  them. 

1  Boast'  er,  one  who  speaks  highly  of  what  belongs  to  himself, 
or  of  what  he  can  do. 


BOASTING.  79 


5.  u  Oh,  let  me  do  it,"  said  Anna;  UI  know 
how  as  well  as  can  be." 

6.  "  Yes,  you  may  do  it,"  said  Miss  Eaton ; 
but  Anna  could  not  point  to  a  single  name  that 
her  teacher  called. 

7.  "  You  are  like  a  silly  little  pigeon,  I  used 
to  hear  about,  when  I  was  a  little  girl,"  said  her 
teacher. 

8.  A  bright-eyed  little  girl,  raising  her  right 
hand,  said :  "  Oh,  please  tell  us  about  the 
pigeon." 

9.  "  The  story,"  replied  Miss  Eaton,  "  is,  that 
when  the  pigeon  first  came  into  the  world,  all 
the  other  birds  came  and  offered  to  teach  her 
how  to  build  a  nest. 

10.  "The  cat-bird  showed  her  its  nest,  all 
made  of  sticks  and  bark;  and  the  sparrows 
showed  theirs,  which  were  woven  with  m6ss 
and  hair.  But  the  pigeon,  walking  about  in  a 
very  vain  way,  and  turning  her  head  from  side 
to  side,  said:  lI  know  how!  /know  how  to 
build  my  nest  as  well  as  the  best  of  you  V 

11.  "Then  the  blackbird  showed  his  nest, 
which  was  fastened  to  some  reeds,  and  swung 
over  the  water ;  and  the  turtle-dove  said  hers 
was  easier  to  build  than  all,  for  it  was  quite  flat, 
and  made  only  of  sticks  laid  together.    But  the 


80     NATIONAL  SECOND  READER. 

pigeon  turned  her  pretty  head  as  before,  and 
said,  '/know  how!' 

12.  uAt  last,  the  birds  all  left  her.  Then 
the  pigeon  found  that  she  did  not  know  how  at 
all;  and  she  went  without  a  nest,  until  man 
took  pity  on  her,  and  built  a  pigeon-house,  and 
put  some  hay  into  it. 

13.  "Now,  children,  though  the  story  of  the 
pigeon  is  only  a  fable,1  and  not  true,  yet  you 
may  learn  from  it  a  very  useful  lesson. 

14.  "Little  boys  and  girls,  who  are  vain 
boasters,  are  laughed  at  by  others,  and  only 
deceive  themselves.  Like  the  silly  pigeon,  they 
say,  '  I  know  how !'  but  they  6ften  find,  to  their 
s6rrow,  when  it  is  too  late,  that  they  do  not. 

15.  "  Remember,  my  dear  children,  that  when 
you  once  learn  to  do  any  thing  well,  you  will 
not  need  to  boast  of  it." 


LESSON  XXII. 

h^rd'  ships  fall  en  (f W  n)  siif  fer  ing 

church-yard  bur  ied  (ber'  rid)  com  fort  a  ble 

in  firm'  com'  pa  ny  un  hap'  py 

ob  liged'  wan  der  ing  un  der  stand' 

1  Fa'  ble,  a  story  which  is  not  true,  but  which  teaches  a  useful 
lesson,  called  a  moral. 


LITTLE  NELL. 


81 


LITTLE  NELL. 

T  ITTLE  Nell  was  a  pretty  and  a  very  lovely 
little  child.  She  had  lost  her  father,  her 
mother,  and  her  grandmother.  She  lived  with 
her  grandfather,  who  had  been  rich,  but  was 
now  very  poor. 

2.  Her  grandfather  was  old,  and  had  be- 
come very  childish;  but  he  loved  little  Nell 
dearly.  She  was  a  good  little  girl,  and  loved 
her  grandfather  very  much,  and  took  great 
care  of  him. 


82      NATIONAL  SECOND  READER. 

3  Her  grandfather  had  fallen  into  bad  com- 
pany, who  cheated  him,  and  took  away  every- 
thing that  he  had.  He  was  obliged  to  sell  his 
house,  and  when  he  left  it,  he  took  little  Nell 
with  him 

4.  Little  Nell  was  very  unhappy,  when  she 
learned  that  she  had  to  give  up  her  comfort- 
able home.  Her  grandfather  now  had  no  house 
to  live  in,  and  he  did  not  know  where  to  go. 

5.  But  both  were  obliged  to  leave  the  house, 
as  I  have  said.  They  wandered  about,  not 
knowing  any  day  where  they  should  lie  down 
to  sleep,  or  spend  the  night. 

6.  Little  Nell  never  left  her  grandfather. 
She  took  hold  of  his  hand  and  led  him,  and 
wherever  he  wished  to  go,  she  went  with  him. 
She  never  would  eat  or  drink,  until  she  saw 
that  her  dear,  old  grandfather  had  something 
first ;  nor  would  she  lie  down  to  sleep  at  night, 
until  he  had  lain  down,  and  was  sound  asleep. 

7.  Little  Nell  and  her  grandfather  wandered 
about  many  days  and  nights,  and  met  a  great 
many  hardships.  Often  they  went  whole  days 
without  food.  When  they  could  not  find  good, 
kind  people  to  take  them  into  their  houses, 
they  would  sleep  in  barns  or  sheds,  and  some- 
times in  the  open  air. 


LITTLE     NELL.  83 


8.  Often  they  met  with  wicked  people,  who 
made  sport  with  her  poor  old  grandfather. 
This  made  little  Nell  very  unhappy.  She  did 
not  care  for  herself.  All  that  she  wanted  was 
to  see  her  dear  grandfather  happy. 

9.  He,  too,  did  not  care  about  himself.  He 
wanted  his  dear  little  Nell  to  be  happy.  But 
he  was  so  old  and  infirm,1  that  he  did  not  know 
how  much  poor  little  Nell  suffered  for  his  sake. 

10.  After  wandering  about  for  a  long  time, 
they  found  a  poor  schoolmaster,  who  took  pity 
on  them.  He  found  a  home  for  them  near  a 
country  church,  where  little  Nell  made  herself 
useful  for  a  short  time. 

11.  But  her  16ng  sufferings  and  hardships  had 
worn  out  this  dear  little  girl.  She  became  very 
ill.  Her  dear  grandfather  s&t  by  her  bedside, 
holding  her  hand,  and  looking  at  her  from 
morning  to  night,  but  he  was  too  old  to  under- 
stand how  ill  she  was. 

12.  Little  Nell  did  not  live  16ng.  She  died, 
and  was  buried  in  the  church-yard.  Her  grand- 
father used  to  go  out  to  the  church-yard  every 
day,  and  sit  by  her  grave.  At  last,  he  died 
too,  and  was  buried  by  her  side. 

1  Infirm',  weak,  feeble. 


84 


NATIONAL  SECOND  READER. 


babe, 
bard, 


Jale, 
barge, 


ARTICULATION. 
b. 

bane ;        bad, 
bark ;        ball, 


beam,       beard,       beat 


bet, 


Jack, 
bald, 
bend, 


band; 
5alk; 
bent. 


LESSON  XXIII. 


trudged 
searched 
ren  der 
clum  sy 
pock  et 


cr ys  tal     a  shamed 
tempted  bekeve 
object'      indulge 
ar  rived     re  turned 
re  plied     per  ceived 


care'  ful  ly 
un  will'  ing 
expected 
bruised  (brozd) 
there  fore  (ther'  for) 


THE     BROKEN    WATCH. 

"THITHER,"  said  Henry,   one  day,   to  Mr. 
Barnes,  as  they  were  coming  from  the 
farm-yard,  "is  it  time  to  go  to  school  yet  ?" 

2.  Mr.  Barnes,  looking  at  his  watch,  replied, 
"  Yes,  my  son.  You  have  a  mile  and  a  half  to 
walk,  and  it  is  now  a  quarter  past  eight  o'clock. 
Your  school  begins  at  nine,  and  I  would,  on  no 
account,  have  you  late  at  school." 

3.  "I  never  should  be  late,  father,  if  I  had  a 
watch,  to  see  what  time  it  is.  Why  will  you 
not  let  me  have  yours  to  carry,  so  that  I  may 
always  know  the  time  ?" 


THE     BROKEN     WATCH.  85 

4.  "I  should  not  ofrject  to  your  having  my 
watch,  Henry,"  said  his  father,  "did  I  not  know 
that  you  could  not  take  proper  care  of  it.  A 
watch  must  be  handled  very  carefully.  Run- 
ning and  jumping  and  many  games  in  which 
boys  indulge,  would  stop  the  watch,  and  ren- 
der it  of  no  use  to  you." 

5.  "0  father,  if  you  will  only  let  me  wear  it 
to-day,  I  will  be  very  careful  with  it,  and  will 
not  run,  nor  jump,  nor  do  any  thing  that  would 
hurt  it." 

6.  Mr.  Barnes  was  a  rich  man,  and  though 
the  watch  was  a  very  costly  one,  he  thought 
that  a  good  lesson  would  be  of  more  value  to 
his  son,  than  the  price  of  the  watch. 

7.  He  therefore  said,  u  Well,  Henry,  you  shall 
have  my  watch  for  a  week,  and  I  will  see  how 
true  you  are  to  your  word."  He  then  handed 
the  watch  to  his  son,  who  put  it  carefully  into 
his  vest-pocket,  and  trudged1  off  to  school. 

8.  On  his  way,  he  was  met  by  a  school-mate 
whose  name  was  Charles  Brown.  Charles,  see- 
ing the  chain  of  the  watch  hanging  from  Hen- 
ry's pocket,  said  to  him,  u  How  proud  you  seem 
to  be  with  your  watch,  Henry  Barnes.     I  do 

i  Trudged,  walked  on  foot. 


86     NATIONAL  SECOND  READER. 

not  Relieve  you  have  any.  You  only  let  that 
chain  hang  out  of  your  pocket  to  make  people 
think  you  have  a  watch." 

9.  Henry  at  once  pulled  the  watch  from  his 
pocket,  to  show  Charles  that  it  was  a  real  watch, 
and  that  it  kept  time.  Charles  asked  Henry  to 
show  him  the  inside  of  the  watch,  and  Henry, 
unwilling  to  deny  what  he  thought  so  small 
a  favor,  very  kindly  handed  it  to  him. 

10.  Charles  was  a  clumsy  boy.  In  trying  to 
open  the  watch,  it  slipped  from  his  hands,  and 
fell  with  its  face  downwards  on  a  large  rock, 
on  which  the  boys  were  standing. 

11.  When  Henry  took  it  up,  the  crystal,  or 
glass,  was  broken,  the  face  was  much  bruised, 
and  the  hands  had  both,  fallen  6ff,  and  could 
not  be  found.  The  two  boys  searched  all 
around  the  rock,  and  on  the  ground,  to  find 
the  two  hands,  and  at  last  Henry  Barnes  was 
obliged  to  go  to  school  without  them. 

12.  The  fall  of  the  watch  had  stopped  it, 
though  Henry  did  not  perceive  that  it  did  not 
go,  until  he  arrived  at  the  school-house  and 
found  that  school  had  fregun  half  an  hour  before. 

13.  When  Henry  returned  home  that  day, 
he  was  ashamed  to  see  his  father's  face ;  but 
his  father,  who  had  expected  some  such  acci- 


owls.  87 


dent,  asked  him  how  he  was  pleased  with  the 
watch.  Henry  then  told  him  the  whole  truth. 
14.  "  Now,"  said  his  father,  "  I  hope  you  will 
Relieve  me  when  I  tell  you,  that  you  ought  not 
to  have  any  thing  which  is  denied  to  you.  Try 
always,  my  son,  when  you  are  tempted  to  ask 
for  such  things,  to  remember  the  story  of  the 
broken  watch." 


ARTICULATION. 

d. 

dale, 

dame, 

date ;        dark, 

dam, 

dart ; 

did, 

dim, 

disli ;        dole, 

dome, 

doze ; 

due, 

duke, 

d  upe ;      duck, 

dull 

dust. 

LESSON  XXIV. 

pleasure  immense  distinguish 

tow  ers       stom  acli  6'  pen  ing  sur  round  ed 

gestures    fiercely  instances  laugh' able 

pu  pils        daz  zled  en  mi  ty  conch  (konk) 

cir  cles       de  press'  prej  u  dice  ru  ins  (ro'  ins) 

egrettes     devour  assem'ble  creature  (kret'yer) 


OWLS. 

WLS  inhabit1  most  parts  of  the  world     They 
make  their  nests  in  ruins,2  high  towers,  and 

1  In  hab'  it,  to  dwell  in. 2  Ru'  ins,  buildings  that  have  fallen 

to  pieces. 


0 


NATIONAL  SECOND  READER. 


old  trunks  of  trees.     One  kincZ  of  owl  often  lays 
its  eggs  in  the  nests  of  other  birds. 

2.  The  pupils1  of  their 
eyes  are  very  large,  and 
ac/mit  so  much  light, 
that  they  are  dazzled2 
by  day,  said  are  better 
able  to  distinguish  ob- 
jects at  night.  Their 
eyes  look  forward  and  *%, 
are  surrounded  by  cir- 
cles of  feathers. 

3.  Their  beak  is  curved,  ana7  the  openings  of 
their  ears  have  a  piece  of  skin  half  rouna7  them, 
like  what  is  called  the  flap  or  conch  of  a  man's 
ear.  The  head  is  large,  the  skull  thick,  and 
hollow  places  in  it  increase  their  power  of  hear- 
ing, which  is  so  great  that  they  can  detect  the 
slightest  sounds. 

'4.  The  color  of  owls  varies  from  white  to  a 
very  dark  brown,  gray,  ana7  buff,  ana*  most  of 
them  are  markeo7  with  beautiful  spots.  The 
legs  of  the  greater  number  are  feathered  to  the 
toes ;  ana7  they  can  bring  their  outer  toe  back- 
wards and  forwards  as  they  please.      Several 


1  Pu'  pil,  the  central  portion  of  the  eye. 
by  light. 


-2  Daz'zled,  overcome 


owls.  89 


kinds  have  tufts  of  feathers,  called  egrettes, 
just  over  their  ears  on  the  top  of  their  head, 
which  they  can  raise  or  depress1  at  pleasure. 

5.  The  plumage2  of  these  birds  is  loose,  soft, 
and  fine,  so  that  they  make  little  or  no  noise 
in  flying.  They  seldom  feed  on  dead  things. 
They  eat  small  birds,  though  they  much  pre- 
fer mice,  of  which  they  devour  immense  num- 
bers. 

6.  When  they  have  young,  they  will  bring  a 
mouse  to  the  nest  every  few  minutes.  They 
do  not  stop  to  pluck  6fF  hair  or  feathers  from 
their  prey,8  and,  with  the  bones,  these  form 
lumps  in  the  stomach,  which  they  throw  up  by 
the  mouth  when  they  please. 

7.  The  odd  gestures  of  an  owl  are  most  laugh- 
able, when  attacked  by  day,  or  when  it  tries 
to  see  any  thing  in  a  full  light.  Nothing  can 
be  more  sad  than  its  cry  in  the  silence  of  the 
night.  The  sound  heard  so  often  near  its  nest, 
which  has  been  taken  for  snoring,  is  only  the 
cry  of  the  young  for  food. 

8.  There  is  a  prejudice  against  owls,  from 
the  story,  that  they  get  into  pigeon-houses  and 
destroy  young  birds.     But  some  have  thought 

1  Depress',  let  fall;   bring  down. 2  Phimage,  feathers. 

3  Prey,  what  is  caught  by  wild  birds  and  beasts  for  food. 


90      NATIONAL  SECOND  READER. 

that,  in  most  instances,  rats  and  mice  are  the 
murderers,  and  not  the  innocent  owl. 

9.  Certain  it  is,  that  all  little  birds  have  a 
great  enmity1  towards  owls.  They  will  assem- 
ble in  great  numbers,  and,  fiercely  attacking 
them,  drive  them  away ;  for  no  creatures  fight 
more  fiercely  than  many  small  birds. 


ARTICULATION. 

gale, 

gage,        ^ate ; 

gave, 

gag,         gad. ; 

gird, 

girl,          ^irth ; 

go, 

^old,        ^ore ; 

bag, 

keg,         beg; 

Pe?> 

bi^,          wi^. 

LESSON  XXV. 

kltch'em 

;        cham  bers 

eo#rs  est 

de  prived 

pud  ding 

*s       par  lors 

scarce ly 

ob  tain 

roast  ed 

bed  stead 

cloth  ing 

W  bra  ry 

bath  ing 

mir  rors 

stock  ings 

fam  i  ly 

eel lars 

cur  tains 

com  forts 

po  ta/  toes 

ap  pies 

shut  ters 

learn  ed 

re  spect  ed 

sta  bles 

dwell  ings 

pro  tect' 

veg'  e  ta  bles 

RICH    AND     POOR     CHILDREN. 

T  ITTLE  boys  and  girls,  who  have  kind  par- 
j*-   ents  and  pleasant  homes,  do  not  think  how 
other  little  boys  and  #irls  live. 

1  En'mity,  hatred. 


RICH    AND     POOR    CHILDREN.  91 

2.  Some  of  my  little  readers,  perhaps,  live  in 
lar^e  houses,  with  many  rooms  in  them.  They 
have  lar^e  kitchens,  where  the  cooking  is  done. 
There  bread  is  made,  and  puddings  and  pies, 
and  cake  also,  and  nice  meat  is  roasted. 

3.  They  also  have  rooms  in  the  house  where 
the  clothes  are  washed,  and  bathing-rooms, 
with  hot  and  cold  water,  where  all  the  family 
may  wash  and  bathe  themselves. 

4.  Then  there  are  fine  lar^e  cellars,  where 
apples  and  potatoes,  and  other  vegetables,  may 
be  kept.  They  have  barns  and  stables,  and 
wood-houses  and  coal-bins. 

5.  Then  they  have  lar^e  chambers  to  sleep 
in,  and  parlors,  and  drawing-rooms,  and  dining- 
rooms,  and  a  library,  where  the  books  and 
newspapers  are  kept. 

6.  In  their  houses,  there  are  beds,  bedsteads, 
chairs,  tables  of  all  kinds,  mirrors,  curtains  to 
the  windows,  and  blinds  or  shutters  to  keep  out 
the  sun  by  day,  and  the  cold  by  night. 

7.  While  the  children  of  the  rich  see  all  these 
things  and  enjoy  them,  they  must  remember 
that  there  are  very  many  children,  full  as  good 
as  themselves,  who  live  in  small,  low,  and  dark 
dwellings.  They  eat  the  coarsest  food,  and 
can  scarcely  obtain  enough  of  that.     They  have 


92      NATIONAL  SECOND  READER. 

no  shoes  nor  stockings,  nor  warm  caps  in  win- 
ter, nor  cool  hats  in  summer,  to  protect  them 
from  the  cold  and  the  heat. 

8.  When  you  see  other  children  thus  de- 
prived of  so  many  comforts,  you  should  pity 
them,  and  speak  kindly  to  them,  and  do  all  the 
#ood  to  them  that  you  can. 

9.  Many  of  these  poor  children,  who  have  so 
few  comforts  when  they  are  young,  become 
wise  and  learned  and  </reat  men.  Everybody 
looks  up  to  them.  Kings  and  queens  and 
princes  are  (/lad  to  know  them,  and  they  are 
respected  by  every  one. 

10.  In  the  next  lesson,  you  will  read  about 
such  a  poor  boy. 


ARTICULATION. 


Jade,        «/ane,        Jack ;        Jam,         Jet,  Jest ; 

Jib,  Jig,  Jilt;  Join,        Joint,      Joist; 

Joke,        Jole,         Jolt;         Judge,     Jump,      Junk. 


LESSON   XXYI. 

Scot'  land   sup  port'   pro  cure        noth  ing  (nuth'  ing) 
kind  ness    in  stead     at  ten'  tion   com'  fort  a  ble 


HUGH    MILLER.  93 


HUGH    MILLER. 

HPHERE  was  a  poor  little  boy  in  Scotland,  not 
many  years  ago,  who  had  very  little  to  eat 
or  drink,  and  scarcely  any  comfortable  cloth- 
ing. 

2.  His  par'  ents  were  very  poor.  He  had  to 
stay  away  from  school,  most  of  the  time,  to  work 
hard  to  support  himself  and  his  father's  family. 

3.  When  old  enough  to  work  all  day,  he 
had  to  make  fences  and  walls  of  great  heavy 
stones.  Sometimes  he  had  to  sleep  out,  where 
the  rain  fell  upon  him  during  the  night.  He 
had  nothing  to  eat  but  a  little  oatmeal,  which 
he  was  obliged  himself  to  cook,  when  he  wanted 
his  breakfast,  his  dinner,  or  his  supper. 

4.  When  he  had  done  a  hard  day's  work,  in- 
stead of  playing  with  other  boys  and  men  with 
whom  he  worked,  he  used  to  take  such  books 
as  he  could  find,  and  go  into  his  tent  by  him- 
self to  read  them. 

5.  He  found  it  not  easy  to  procure1  books ; 
but,  when  he  could  g6t  one,  he  would  read  it 
through,  and  study  it  well,  until  he  knew  all 
that  was  in  it. 

6.  In  this  way,  he  worked  and  studied  for  a 

Procure',  to  obtain,  to  get. 


94      NATIONAL  SECOND  READER. 

number  of  years,  until  he  became  quite  a  wise 
man.  He  was  a  mere  stone-mason,  but  he  be- 
came so  good  a  scholar,  that  many  great  men 
said  they  wished  they  could  talk  and  write  as 
well  as  he  did. 

7.  Now,  this  man,  who  was  the  poor  boy  you 
have  Just  read  about,  is  one  of  the  most  learned 
men  in  the  world.  Every  one  who  knows  him, 
looks  up  to  him  with  respect.  Wherever  he 
goes,  he  is  treated  with  great  kindness  and  at- 
tention. Every  one  who  goes  where  he  is,  is 
happy  to  see  and  know  him.  His  name  is 
Hugh  Miller,  and  he  still  lives  in  Scotland. 


ARTICULATION. 

Z. 
Zate ;         fomp, 

Zake, 

Zame, 

Zand, 

Zash; 

Zard, 

Zarge, 

Zark ;        Zet, 

less, 

Zend; 

Zife, 

Zight, 

Zike ;        Zift, 

Zip, 

Zive. 

LESSON  XXVII. 

grow'ing  choicest  neglect  cultivated 

health  y  knowl  edge  Sf*  ter  ward  re  sem'  ble 

nearly  suppose'  privilege  misfortune 

bri  ers  be  cawse  a  bun'  dant  o  ver  grown' 


GARDEN  OVERRUN  WITH  WEEDS.    95 


A  GARDEN  OVERRUN  WITH  WEEDS. 

Harry.  Father,  I  don't  Zike  to  go  to  schooZ. 
I  wish  you  would  let  me  stay  at  home  this 
morning.  Charges  French's  father  does  not  ob- 
lige him  to  go  to  schooZ. 

Father.  Give  me  your  hand,  Harry.  Come 
with  me.  I  wish  to  show  you  something  in  the 
garden.  See  how  finely  these  peas  are  grow- 
ing !  How  cZean  and  heaZthy  the  vines  Zook ! 
Do  you  think  we  shaZZ  have  an  abundant1 
crop? 

Harry.  Oh  yes,  father.  There  is  not  a  weed 
about  their  roots;  and  those  Zittle  poZes,  or 
bushes,  stuck  in  the  ground,  hoZd  them  up,  so 
that  they  have  a  fine  chance  to  grow. 

Father.  Now,  go  with  me  across  the  road,  to 
Zook  at  Mr.  French's  pea-vines,  through  a  Zarge 
opening  in  his  fence.  WeZZ,  my  son,  what  do 
you  think  of  Mr.  French's  pea- vines  ? 

Harry.  0  father!  I  never  saw  such  poor- 
Zooking  peas  in  my  Zife !  There  are  no  sticks 
for  them  to  run  upon,  and  the  weeds  are  nearZy 
as  high  as  the  peas  themseZves.  There  wiZZ  not 
be  half  a  crop  on  them. 

1  A  bund'  ant,  very  great ;  plentiful. 


96  NATIONAL     SECOND     READER. 

Father.  Why  are  they  so  much  worse  than 
ours,  Harry? 

Harry.  Because  they  have  been  Zeft  to  grow 
as  they  pZease.  I  suppose  Mr.  French  just 
planted  them,  and  never  took  any  care  of  them 
afterward.  He  has  neither  taken  out  the  weeds 
nor  trained  them  to  grow  right. 

Father.  Yes,  that  is  the  truth,  my  son.  A 
garden  wiZZ  soon  be  overrun  with  weeds  and 
briers,  if  it  is  not  tiZZed  with  the  greatest  care. 
ChiZdren's  minds  are  Zike  garden-beds,  and  they 
must  be  more  carefuZZy  tended  than  the  choicest 
pZants. 

If  you,  my  son,  were  never  to  go  to  schooZ, 
nor  to  have  good  seeds  of  knowZedge  pZanted 
in  your  mind,  when  you  become  a  man,  it  would 
resembZe  this  weedy  bed  in  Mr.  French's  Zand, 
rather  than  the  beautifuZ  one  in  my  garden. 
Would  you  think  me  right  to  negZect  my  gar- 
den as  Mr.  French  has  negZected  his  ? 

Harry.  Oh  no,  father.  Your  garden  is  a 
fine  garden,  but  Mr.  French's  is  aZZ  overrun 
with  weeds  and  briers.  It  wiZZ  not  yieZd  half 
as  much  as  yours. 

Father.  Do  you  think,  my  son,  it  would 
be  right  for  me  to  negZect  my  chiZd  as  Mr. 
French   negZects   his,   and  aZZow  him   to   run 


GARDEN    OVERRUN    WITH    WEEDS.         97 

wiZd,  and  his  mind  to  become  overgrown  with 
weeds  ? 

I  send  you  to  schooZ,  in  order  that  the  gar- 
den of  your  mind  may  have  good  seed  sown 
in  it,  and  that  these  seeds  may  spring  up  and 
grow,  and  yieZd  a  good  crop.  Now,  which 
would  you  prefer,  to  stay  at  home  from  schooZ, 
and  let  the  garden  of  your  mind  be  overrun 
with  weeds,  or  to  go  to  schooZ,  and  have  this 
garden  cultivated?1 

Harry.  I  would  rather  go  to  schooZ.  I  will 
never  again  ask  to  stay  at  home  from  school 
But,  father,  is  CharZes  French's  mind  overrun 
with  weeds  ? 

Father.  I  am  afraid  that  it  is.  If  not,  it 
surety  will  be,  if  his  father  does  not  send  him 
to  schooZ.  For  a  Zittle  boy  not  to  be  sent  to 
schooZ,  is  a  great  misfortune,  and  I  hope  you 
wi  11  think  the  privi Zege  of  going  to  schooZ  a 
very  great  one  indeed. 


ARTICULATION. 

m. 

make,      mane,      mate ;      march,  mark,  marl ; 

mask,      mass,       mast ;      met,  melt,  mend 

mile,        mild,        mind;     mode,  mope,  more. 

1  Cul'ti  vated,  improved  ;  dug  up  ;  planted  and  weeded. 


98      NATIONAL  SECOND  READER. 

LESSON  XXVIII. 

clos'  et  cer  tain  cur  rants  dif '  fi.  cult 

worn  an  gro  cer  rki  sins  fruit  er  er  (frot) 

likely  seldom  countries  carefully 

doctor  lemon  distant  refreshing 

season  orange  afford'  geog'raphy 

GRAPES. 

"TUrOTHER,"  said  little  Ann  Dorman,   one 
morning,    "may    I    have    some    of    the 
grapes  in  the  fruit-dish,  in  the  closet  ?" 

2.  "  No,  my  dear,1'  said  Mrs.  Dorman ;  "I 
wish  to  send  them  to  the  poor  woman  down  in 
the  lane.  She  is  very  ill,  and  it  is  not  likely 
that  she  will  live  long.  She  is  so  ill  that  the 
doctor  does  not  allow  her  to  eat  much. 

3.  "  A  few  grapes  will  be  very  refreshing  to 
her,  and  you  can  eat  cake,  or  nuts,  or  apples, 
which  she  can  not  eat.  Grapes  are  very  dear 
at  this  season  of  the  year,  and  the  poor  woman 
can  not  afford  to  buy  them." 

4.  "  Why  are  grapes  dear  at  this  season  of 
the  year  ?"  said  Ann  to  her  mother.  "  Because, 
my  dear,"  said  Mrs.  Dorman,  "it  is  difficult  to 
keep  them  so  16-ng.  They  will  rot  and  spoil, 
unless  they  are  kept  with  great  care." 

5.  "But,  mother,  I  have  seen  them  at  the 


GRAPES.  99 


windows,  in  the  grocers'  shops,  all  the  year 
round."  "Yes,  my  child,  and  when  they  are 
scarce  they  are  very  dear.  The  grocer  and  the 
fruiterer1  take  great  pains  to  keep  them,  because 
they  know  they  will  be  wanted  for  the  sick ; 
and,  in  very  cold  weather,  they  are  paid  a  high 
price  for  them." 

6.  "  But  why,  mother,  did  not  the  poor 
woman  have  them  in  her  garden,  and  keep 
them,  until  cold  weather  ?  Father  took  a 
great  deal  of  pains  to  make  his  grapes  grow, 
and  now  we  have  some  still.1' 

7.  "  The  poor  woman  has  not  a  garden  fit  to 
raise  grapes  in,  my  dear.  Your  father  trains 
his  vines,  with  great  care,  in  a  green-house;2 
and  it  c6sts  a  great  deal  of  time  and  money  to 
keep  a  green-house. 

8.  •'  The  grapes  which  you  see  in  the  shops, 
are  seldom  the  same  as  those  which  you  see  in 
our  green-houses.  Our  grapes  are  round.  Most 
of  the  grapes  which  you  see  in  the  shops  are 
oval,  or  shaped  very  much  like  an  egg.1^ 

9.  "Mother,  where  do  the  oval  grapes  grow, 
if  not  in  a  green-house  ?"  u  Many  grapes,  my 
child,  are  brought  in  ships  from  a  great  dis- 

1  Fruiterer,  one  who  deals  in  fruits. *  Green'-house,  a  house 

huilt  for  raising  tender  plants,  and  to  protect  them  from  the  cold. 


100 


NATIONAL  SECOND  READER. 


tance.     They  are  packed  in  saw-dust  very  care- 
fully, in  long  jars,  to  prevent  their  being  bruised. 

10.  "  Many  fruits,  such  as  lemons,  6ranges, 
grapes,  figs,  currants,  and  raisins,  are  brought 
in  ships  over  the  water  from  distant  countries. 
They  all  have  a  certain  season  in  which  they 
are  ripe,  and  when  the  season  is  past  they  be- 
come scarce  and  are  dear. 

11.  uWhen  you  study  Geography,  you  will 
learn  what  countries  all  these  fruits  come  from, 
and  where  these  countries  are,  and  all  about 
the  people  who  live  in  them."  "  0  mother," 
said  Ann,  "  I  long  to  study  Geography,  that  I 
may  know  all  about  these  things." 

12.  Ann  did  not  forget  what  she  had  thus 
learnt  about  grapes.  When  her  teacher  gave 
her  a  lesson  in  Geography,  she  studied  it  very 
carefully ;  and  when  she  was  twelve  years  old 
she  could  tell  where  all  kinds  of  fruit  came 
from,  and  could  find  the  places  where  they 
grew,  on  the  map,  and  tell  all  about  the  people 
who  live  in  those  countries. 


name,  wail, 
week,  west, 
wice,         wight, 


ARTICULATION. 
W. 

wave ;      wag, 

wet ;         wext,  ( 
wine ;       wo, 


wap, 


weat; 


nerve,      wurse ; 


wode, 


wose. 


WILLIAM    THE     CONQUEROR.  101 


LESSON  XXIX. 


Will'  iam 

Bich  ard 

Eu  fus  (r6 '  fus) 

ty  rant 

burn  ing 

peo  pie  (pe'  pi) 

cur  few 

subjects 

e  ven  ing  (e'  vn  ing) 

for  est 

pur  me' 

Eng  land  (ing'  gland) 

hunt  ing 

different 

Ian  guage  (lang'  gwaj) 

king  dom 

vil  la  ges 

con'  quer  or  (kong'  ker  or) 

WILLIAM    THE    CONQUEROR. 

A  GREAT  many  years  ago,  there  was  a  king 
H+  in  England  whose  name  was  William. 
They  called  him  William  the  Conqueror,1  but 
he  ought  also  to  be  called  a  tyrant.2 

2.  He  made  a  law,  that  all  of  his  subjects3 
should  put  out  their  fire  and  lights,  at  eight 
o'clock  in  the  evening,  and  go  to  bed.  He 
ordered  a  large  bell  to  be  rung  at  that  hour,  to 
let  the  people  know  when  it  was  eight  o'clock. 

3.  The  bell  was  called  the  curfew-bell,  be- 
cause the  word  curfew  means  to  cover  up  the 
fire,  and  the  fire  was  to  be  covered  up,  or  put 
out,  as  soon  as  this  bell  was  rung. 

4.  This  king  also  made  his  subjects  speak 

1  Con'  quer  or,  one  who  overcomes  another  and  makes  him  obe- 
dient.  u  Ty'rant,  a  cruel  ruler. 3  Sub'jects,  persons  bound 

to  obey  the  laws  of  a  king  or  other  ruler. 


102    NATIONAL  SECOND  READER. 

a  different  language  from  their  ow?i,   in  the 
church,  in  the  courts,  and  in  schools. 

5.  But  the  worst  thing  that  he  did  was  to 
make  what  was  called  the  New  Forest.  He 
and  his  conipanio72s  were  very  fo?id  of  hunting 
wild  beasts,  and  he  wanted  a  place  where  he 
might  enjoy  himself  with  his  companions  in 
limiting. 

6.  To  make  his  new  forest,  he  pulled  down 
all  the  houses  and  churches,  and  drove  out  all 
the  people  who  lived  in  a  large  part  of  the 
kingdom.  He  the?i  had  trees  set  out,  a?zd  wild 
beasts  put  into  the  forest,  that  he  might  hu?zt 
them. 

7.  Many  people  were  thus  driven  away 
from  their  happy  homes.  More  tha?i  thirty- 
six  churches  were  pulled  down,  and  whole 
towns  and  villages  were  laid  waste  to  make  a 
place  for  wild  beasts  to  live  in,  that  he  might 
pursue  them  and  kill  them  there. 

8.  But  this  wicked  king  did  not  go  unpun- 
ished. Two  of  his  sons  and  one  of  his  grand- 
so?is  were  killed  in  the  new  forest.  The  name 
of  his  first  so?i,  that  was  killed  in  the  f5rest, 
was  Richard,  a?id  the  name  of  his  grandson, 
who  was  killed  there,  was  also  Richard. 

9.  His  other  so?l  who  was  killed  in  the  new 


WILLIAM     THE     CONQUEROR.  103 

forest,  was  called  William  Rufus,  because  he 
had  red  hair.  The  word  Rufus  means  red, 
a?zd  William  Rufus  means  William  the  Red. 

10.  This  wicked  king,  who  made  the  new 
forest,  was  killed  by  a  fall  from  his  horse,  while 
he  was  looking  at  the  burning  of  a  city,  which 
he  had  ordered  to  be  set  on  fire. 


ARTICULATION 

ng. 

bang, 

gang, 

hang ;     sang, 

le^i^th, 

strefi^th ; 

brkgr, 

cling, 

ffing;     ring, 

sing, 

sling ; 

spring, 

tiling, 

wing ;    song, 

thong, 

wro?ig ; 

clung, 

Rung, 

lung ;     spru^, 

i «*-*-*. 

stung, 

young. 

LESSON  XXX. 


veath'  er 

fa  hie                 ad  vised' 

beau'  ti  fill 

alk  ing 

goldfinch          advice 

to  geth'  er 

v&it  ing 

quar  relied        ex  pect'  ed 

BIRDS     IN     WINTER. 
A    FABLE. 

enjoying 

ANE  fine  and  warm  morning  in  winter,  when 

the  sun  shone  brightly,  and  the  air  was  as 

mild  as  a  morning  in  June,  the  little  birds  met 


104    NATIONAL  SECOND  READER. 

together  in  a  beautiful  wood,  where  the  sun 
had  melted  the  snow  away,  and  the  buds  had 
almost  begun  to  appear  on  the  trees. 

2.  The  little  birds,  enjoying  the  weather, 
thought  the  spring  had  come,  and  were  in 
great  haste  to  take  their  mates,  and  build  their 
nests. 

3.  But  one  old  bird,  who  had  seen  many 
such  warm  days  in  winter,  advised  them  not  to 
do  so  too  soon.  He  told  them  that  the  snow 
would  come  again,  and  the  weather  would  be 
too  cold  for  them  to  build  their  nests,  and  lay 
their  eggs,  and  feed  their  little  young  ones. 

4.  "  You  would  better  wait  a  little  kmger," 
said  this  wise  old  bird,  "  until  the  snow  and  the 
ice  have  all  gone,  and  the  weather  has  become 
fixed  and  warm." 

5.  While  the  old  bird  was  talki^,  up  jumped 
a  pert  little  goldfinch,  with  a  smooth  head,  like 
satin,  and  beautiful  bright  vrings.  He  told  the 
birds  that  he  should  not  mind  what  the  old 
bird  had  said ;  that  he  was  going  to  take  his 
mate,  and  build  a  nest,  and  that  they  would 
hatch  the  eggs  without  waiting  lo?iger. 

6.  Many  of  the  birds  did  also  as  he  had  said. 
They  took  their  mates,  built  their  nests,  laid 
•their  eggs,  and  expected  to  enjoy  themselves, 


BIRDS     IN     WINTER. 


105 


while    the    old   birds   were   waiting    for    fine 
weather. 

7.  But  no  sooner  had  they  laid  their  eggs, 
than  the  cold  wind  began  to  blow.  The  rain, 
the  hail,  and  the  snow  fell  again,  and  filled 
their  nests  with  water  and  ice.  Their  eggs 
were  spoilt,  and  the  silly  birds  themselves 
caught  cold,  and  became  very  ill  and  cross. 
They  quarrelled  among  themselves,  and  were 
very  sorry  they  had  not  minded  the  good  ad- 
vice of  the  old  bird. 

8.  Can  you,  my  little  readers,  tell  your 
teacher  what  good  lesson  this  fable  of  the  birds 
teaches  ? 


race, 

reach, 

bar, 


rake, 

ream, 

car, 


ARTICULATION. 

r. 
rain ;         rack, 


reap ; 
far; 


rent, 
or. 


rag, 


rank 


rend,      rest ; 


flow'  ers 
snow  drop 
cro  ens 
play  mate 


LESSON  XXXI 


wheth  er 
w^ar  ing 
bon  net 
ap  peared' 


in  stead 
re  mained 
hap'pily 
del i  cate 


be  long' ing 
how  ev  er 
de  cid  ed 
pre  vent  ed 


106  NATIONAL     SECOND     READER. 


THE    FIRST    DAY     OF    MAY. 

A   PARTY  of  little  boys  and  girls  wished  very 
much  to  go  out  into  the  country,  on  the 
morning  of  the  first  day  of  May,  to  raise  a  May- 
pole, and  choose  a  Queen  of  May. 

2.  The  day  before  had  been  very  windy  and 
rainy,  and  the  weather  was  cold.  No  flowers 
had  yet  appeared,  except  the  snow-drop  and 
the  crocus,  two  flowers  that  spring  up  before 
the  snow  has  wholly  gone. 

3.  Little  Mary  Weston  was  a  pretty  child, 
and  as  good  as  she  was  pretty.  All  her  little 
playmates  loved  her  very  dearly,  and  had  made 
her  the  Queen  of  May. 

4.  Her  parents  were  very  fond  of  her,  and 
seldom  denied  her  any  thing  that  she  asked. 
But  they  sometimes  did  not  think  how  bad  it 
would  be  for  her  to  have  her  way  in  all  things. 

5.  When  little  Mary  asked  her  parents 
whether  she  might  go  with  the  May  party, 
they  forgot  all  about  the  cold  weather,  and 
gave  her  leave  to  go. 

6.  She  rose  very  early  in  the  morning,  and 
put  on  her  thin,  white,  summer  dress.  Instead 
of  wearing  her  nice  thick  warm  bonnet,  she 
wore  a  wreath  of  flowers  around  her  head. 


THE    FIRST    DAY    OF    MAY.  107 

7.  All  the  party  of  little  boys  and  girls  also 
were  dressed  like  her,  in  their  summer  clothes. 
They  walked  very  happily  out  into  the  country, 
to  enjoy  the  May-day. 

8.  There  was  one  little  girl  belonging  to  the 
party,  whose  mother  told  her,  if  she  went,  that 
she  must  put  on  her  thick  winter  clothes  and 
overshoes.  This  she  did  not  like  to  do,  as  all 
the  other  little  girls  were  clad  in  their  beauti- 
ful white  summer  dresses. 

9.  Her  mother  was  very  decided1  with  her, 
however,  and  told  her  she  must  either  stay  at 
home  or  wear  her  warm  dress  and  thick  shoes. 
The  little  girl  not  wishing  to  go  without  being 
dressed  like  the  rest,  remained  at  home. 

10.  The  party  that  went  did  not  enjoy  them- 
selves very  much.  They  found  the  grass  wet, 
and  the  air  cold.  There  were  no  flowers  in 
the  fields,  and  scarcely  a  bud  on  the  trees. 
They  were,  therefore,  very  glad  when  they  got 
home,  and  could  warm  and  dry  themselves  by 
a  nice  warm  fire. 

11.  Many  of  the  party  took  severe  colds ;  and 
some  of  them  were  very  ill.  One  delicate  little 
girl  was  so  ill  with  a  fever,  that  the  doctor  said 

1  Decid'  ed,  determined  to  have  one's  own  way. 


108 


NATIONAL     SECOND     READER. 


she   must   die.     This  was   Mary  Weston,  the 
beautiful  little  Queen  of  May. 

12.  The  little  girl  who  staid  at  home  was 
very  glad  that  her  mother  had  prevented  her 
joining  the  party,  in  her  summer  clothing.  This 
taught  her  that  when  her  parents  denied  her 
any  thing,  it  was  only  for  her  good. 

13.  The  children  who  read  this  lesson  will 
see  how  much  this  party  who  went  Maying 
were  like  the  little  birds  that  made  their  nests 
too  soon.  You  may  also  learn  that  you  need 
not  only  to  know  what  to  do,  but  the  proper 
time  and  manner  of  doing  it. 


ARTICULATION. 

th. 

that,  this,  these ;  those,  their,  though ; 
thence,  bathe,  breathe;  baths,  laths,  mouths; 
oaths,      paths,     lithe ;         blithe,    booth,   with. 


LESSON  XXXII. 

sub' stance  buildings  retreats  destroying 

daylight     lodging  eagerness  unpleasant 

purpose       chimneys  furniture  companions 

measure      composed'  resem'bles  tiwb' le  some 

caverns       between  deserted  therefore  (ther') 


THE    BAT.  109 


THE     BAT. 

HPHE  bat  is  an  animal  thai  resembles1  both  a 
bird  and  a  mouse.  It  has  wings,  but  no 
feathers,  and  its  wings  are  composed  of  a  thin 
substance,  very  much  like  that  which  is  found 
between  the  toes  of  a  duck  or  a  goose. 

2.  The  skin  of  the  bat  is  like  that  of  a  mouse. 
Its  eyes  are  very  small,  and  its  sight  is  not  very 
good.  In  the  daytime,  it  can  scarcely  see  at 
all,  and  therefore  it  hides  itself  all  the  day,  and 
flies  about  during  the  night. 

3.  There  are  many  animals  that  can  see  bet- 
ter in  the  dark  thsm.  they  can  by  daylight.  Cats, 
dogs,  and  horses  can  see  as  well  by  night  as  by 
day;  for  the  great  God  who  made  ikm,  has 
given  them,  eyes  fitted  for  the  purpose. 

4.  We  cannot  see  in  the  dark,  because  our 
eyes  were  made  to  see  only  in  the  daytime. 
Bats  enter  the  doors  and  windows  of  houses, 
in  pleasant  summer  evenings.  They  feed  upon 
moths,  flies,  flesh,  and  oily  substances. 

5.  In  this  country,  bats  are  quite  small,  but 
in  some  countries  in  the  East  they  are  very 
large,  and  ^eir  wings,  when  spread  out,  meas- 
ure five  or  six  feet.     During  the  daytime,  bats 

1  Ee  sem'  ble,  to  be  like. 


110    NATIONAL  SECOND  READER. 

do  not  stand  on  ^eir  feet,  but  hang  ^emselves 
up  by  hooks  on  ^eir  wings,  in  the  lofts  of 
barns,  or  in  hollow  or  thickly  leaved  trees. 

6.  Bats  are  of  great  use,  on  account  of  the 
great  number  of  insects  which  they  pursue1  and 
destroy,  wi^  great  eagerness,  in  the  morning 
and  evening  twilight. 

7.  When  winter  comes,  they  seek  shelter  in 
caverns,  vaults,  ruins,  deserted  buildings,  and 
similar2  retreats,  where  they  cling  toge^er  in 
large  clusters,  and  remain  in  a  torpid3  state  until 
the  returning  spring  warms  them,  into  life. 

8.  Though  bats  do  much  good,  by  destroy- 
ing many  unpleasant  and  troublesome  insects, 
they  also  cause  o^er  insects  to  infest4  new 
houses  and  new  furniture.  The  red  bugs, 
which  are  so  very  annoying5  in  bed-chambers, 
are  found  in  great  numbers  on  bats. 

9.  Bats  often  make  their  lodging  in  chimneys ; 
and  thus  these  troublesome  insects  get  into  new 
houses  and  on  new  furniture.  For  this  reason, 
it  is  proper  th&t  the  chimneys  be  smoked  in  the 
summer-time,  to  drive  the  bats  and  ^eir  com- 
panions, the  red  bugs,  away  from  the  house. 

1  Pur  sue',  to  follow  after  another. a  Sim'  ilar,  like. 3  Tor' 

pid,   having  lost  the   power  of  moving. 4  Infest',  to  trouble 

greatly. 5  Annoy'ing,  disturbing  or  troubling  very  often. 


UNJUST    BLAME. 


Ill 


vail,  vain, 
vend,  vent, 
vow,        void, 


ARTICULATION. 

V. 

vase 


;        valve, 


vest 


voice 


vice, 
e^en, 


van,         vamp ; 
vile,        vine ; 
given,     vivid. 


LESSON  XXXIII. 


but'ter  naught  j 

wick  ed  piir  pose 

cheat  ing  rath  er 

■peo  pie  whefh  er 


chil  dren  snp  pose 

buy  ing  fam'  i  ly 

be  cause'  nee'  es  sa  ry 

as  sist  bus  i  ness  (biz7  nes) 


UNJUST    BLAME. 

Son.  Father,  what  a  naughty,  wicked  man 
Mr.  Smith  is,  who  keeps  the  store  down  in  the 
next  street ! 

Father.  What  makes  you  think  him  a  naugh- 
ty, wicked  man,  my  son  ? 

Son.  I  went  to  his  store  this  morning,  to  get 
some  butter  for  mother.  He  told  me  that  it 
was  twenty-six  cents  a  pound  ;  when  I  saw  the 
man  he  bought  it  o/,  and  heard  him  tell  the 
man  that  he  should  give  him  but  twenty  cents 
a  pound  for  it.  Now,  is  not  that  cheating, 
father  ? 


112    NATIONAL  SECOND  READER. 

Father.  No,  my  son.  It  is  Mr.  Smith's  prop- 
er business  to  sell  things  for  more  than  he  pays 
for  them. 

Son.  But,  father,  why  should  he  make  people 
pay  more  for  things  than  he  gave  for  them  ? 

Father.  Because,  my  dear,  he  keeps  a  store 
for  that  very  purpose.  You  know  some  peo- 
ple go  out  to  work,  and  are  paid  for  their  day's 
work ;  and,  in  that  way  they  get  money  to  buy 
food  and  clothes  for  their  children. 

Son.  But  Mr.  Smith  does  not  work,  father. 
He  only  keeps  shop ;  and  I  should  think  that 
would  be  fun,  rather  than  work. 

Father.  Whether  you  call  it  fun,  or  work, 
my  dear,  Mr.  Smith  finds  it  very  hard  work. 
He  has  to  go  to  his  store  early  in  the  morning, 
and  stay  there  to  tend  his  store  all  day,  and 
sometimes  until  late  at  night. 

He  has  to  hire  his  store,  and  to  pay  the  young 
men  whom  he  has  to  assist  him.  He  has  to  buy 
a  great  many  things  that  people  sometimes  want 
very  much,  and  sometimes  do  not  call  for  in 
time ;  and  then  they  get  spoiled,  and  Mr.  Smith 
loses  them. 

He  has  a  large  family  of  little  children.  He 
must  get  money  to  feed  and  clothe  them,  and 
buy  them  books,  to  send  them  to  school,  and  to 


UNJUST     BLAME. 


113 


pay  the  doctor  who  attends  them  when  they 
are  ill. 

As  he  tends  his  store  all  day  16ng,  he  can  do 
no  other  work ;  and,  therefore,  he  must  earn  his 
money  to  support  his  family  by  buying  things 
of  one  class  of  people,  and  selling  them  at  a 
higher  price  to  others,  who  may  want  them. 

Stores  are  of  great  use,  as  I  suppose  you 
know  very  well.  If  there  were  no  stores,  we 
should  have  to  go  without  many  things  that 
we  want  very  sadly. 

Now,  my  son,  before  you  call  any  one  naugh- 
ty, wicked,  or  a  cheat,  be  very  sure  that  what 
you  blame  is  not  very  useful  and  necessary, 
and  what  you  yourself  would  do  if  you  under- 
stood why  it  is  done. 


wage, 

we, 

wide, 


wail, 

weak, 

wild. 


ARTICULATION. 

W. 
wake ;        walk, 
wean ;        well, 
wise ;         will, 


wall,  want ; 
weld,  went ; 
win,        wink. 


cost  ly 
public 
show  ing 


LESSON  XXXIV. 


R6  man 


bri^At  est 


jewels 
Grac  chi 
ad  mired' 


con  sid  er 
ex  pect  ed 
Cor  ne  li  a 


114  NATIONAL     SECOND     READER. 


THE     BEST    JEWELS. 


\    RICH  lady,  who  had  many  fine  dresses  and 
c6stly  jewels,1  teas  very  fond  of  tve&rmg 
them  in  public.     She  thought  that  they  z^ould 
be  admired  by  every  one. 

2.  One  day  she  paid  a  visit  to  a  Roman 
lady,  and,  showing  her  all  her  fine  jewels, 
told  her  how  edstly  they  were.  After  she 
had  shown  these  beautiful  rich  jewels  to  the 


Jew' els,  precious  stones  commonly  set  in  gold  or  silver. 


THE    BEST    JEWELS.  115 

Roman  Mdy,  she  found  that  the  Roman  lady- 
did  not  seem  to  admire  them  so  much  as  she 
expected. 

3.  She  therefore  thought  that  the  Roman 
lady  must  have  some  jewels  more  beautiful 
than  hers,  and  she  asked  the  Roman  lady  to 
show  them  to  her. 

4.  The  Roman  lady  told  her  that  they  were 
not  in  the  house,  but  that  they  would  be  there 
in  a  short  time,  and  then  she  would  show  them 
to  her. 

5.  By  and  by  two  bright  little  boys,  the 
sons  of  the  Roman  lady,  came  into  the  house 
from  school.  The  Roman  lady,  taking  them 
by  the  hand,  led  them  to  the  rich  lady,  and 
pointing  to  them,  she  said,  "  These  are  my 
jewels." 

6.  Now,  if  any  of  my  little  readers  wish  that 
their  own  kind  mothers  would  call  them  their 
jewels,  they  must  be  good  boys  and  girls  at 
home  and  at  school.  Then  their  parents  will 
consider  them  as  their  best  and  brightest 
jewels. 

7.  The  name  of  the  Roman  lady  who  prized 
her  sons  above  the  most  costly  jewels  t^as  Cor- 
nelia. Her  sons  were  called  the  Gracchi ;  and 
they  both  became  great  men. 


116     NATIONAL  SECOND  READER. 

% 
ARTICULATION. 

yard,       yarn,        yawl ;        yawn,        ye,  year ; 

yell,        yelp,        yes;  yet,  yoke,       yore; 

you,        your,       youth ;       year,         yeast,       yield. 


LESSON 

XXXV. 

crouched 

fear  ful 

ruffled 

be  trayed 

flit' ted 

pin  ion 

hap  less 

beneafti 

shin  ing 

free  dom 

bond  age 

pris'  on  er 

bri^At  ness 

gold  en 

cap  tive 

re  pin'  ing 

hope  less 

ach  ing 

de  spair' 

do  mm  ion 

THE    SORROWFUL    YELLOW-BIRD. 

1.  rpHEY'VE  caught  my  little  brother  ; 
-**  And  he  was  to  me  a  twin  I1 
They  stole  him  from  our  mother ; 

And  the  cage  has  shut  him  in. 

2.  I  flitted2  by  and  found  him, 

Where  he  looked  so  sad  and  sick, 
With  the  gloomy  wires  around  him, 
As  he  crouched3  upon  a  stick. 

1  Twin,  a  brother  or  a  sister  of  the  same  age. J  Flit,  to  fly- 
quickly  by. s  Crouched,  bent  down  low. 


THE    SORROWFUL    YELLOW-BIRD.        117 

3.  His  tender  eye  was  shining 

With  the  brightness  of  despair, 
With  s6rrow  and  repining, 
As  he  bade  me  have  a  care ! 

4.  He  said  they'd  come  and  take  me, 

As  they'd  taken  him ;  and  then 
A  hopeless  prisoner  make  me, 
In  the  fearful  hands  of  men  : 

5.  That,  once  in  their  dominion,1 

I  should  have  to  pine  away, 
And  never  stretch  a  pinion,2 
To  my  very  dying  day  : 

6.  That  the  wings  which  God  had  made  him 

For  freedom  in  the  air, 
Since  man  had  thus  betrayed  him, 
Were  stiff  and  useless  there. 

7.  And  the  little,  darling  fellow, 

As  he  showed  his  golden  breast, 
He  said,  beneath  the  yellow, 
He'd  a  sad  and  aching  breast : 

8.  That,  since  he'd  been  among  them, 

They  had  ruffled  it  so  much, 

1  Do  min'  ion,  power  or  government. *  Pin'  ion,  part  of  a  wing. 


118   National  second  reader. 

The  only  s6ng  he'd  sing  them 

Was  a  shriek  beneath  their  touch. 

9.  How  can  they  love  to  see  him 
So  sickly  and  so  sad, 
When,  if  they  would  but  free  him, 
He'd  be  so  well  and  glad  ? 

10.  My  hapless1  little  brother  ! 

I  would  fain  his  bondage2  share  : 
I  never  had  another ; 

And  he's  a  captive3  there  ! 


ARTICULATION. 

seal, 

sest, 

S. 

sine ;         sone, 

2ion, 

sebra ; 

blase, 

brase, 

breese ;      erase, 

dose, 

freese ; 

fris, 

gase, 

grase ;       m&se, 

gla^e, 

prLse. 

LESSON  XXXVI. 

fifty  Hubert     Geoffrey  suspected 

un  cle  neph  ew    6'  pen  ly  un  der  stand' 

pris  on  hun  dred    eas  i  ly  i  ron  (i'  era) 

hor  rid  right  ful    di  reef  ed  lis  ten  (lis'  sn) 

suffer  painful     forgotten  poisoned  (pois'nd) 

Arthur  thinking  entreaties  England  (ing' gland) 

i  Hap' less,  unlucky. 2  Bond' age,  the  state  of  being  a  ser- 
vant.  3  Cap'  tive,  a  prisoner. 


ARTHUR    AND    KING    JOHN.  119 

LITTLE    ARTHUR    AND    KING    JOHN. 

A  BOUT  six  hundred  and  fifty  years  ago,  there 
lived  a  very  wicked  king  in  England,  whose 
name  was  John.     He  had  a  little  nephew,  whose 
name  was  Arthur. 

2.  A  nephew  is  the  son  of  a  brother  or  a  sis- 
ter. The  name  of  the  father  of  Arthur  was 
Geoffrey.  Geoffrey  was  the  son  of  Henry,  called 
the  Second,  because  he  was  the  second  king  of 
England  whose  name  was. Henry. 

3.  On  the  death  of  Henry  the  Second,  Geof- 
frey would  have  been  king,  but  Geoffrey  was 
dead,  and  Arthur  was  the  rightful  king. 

4.  But  Arthur  was  a  very  little  boy.  He 
was  not  old  enough  to  understand  how  to  be  a 
king.  His  uncle  John  had  the  care  of  him,  and 
acted  as  king  for  Arthur. 

5.  Now,  John  was  a  very  wicked  man,  and, 
although  Arthur  was  a  very  good  little  boy,  his 
wicked  uncle  did  not  love  him.  John  knew 
that  if  he  could  get  Arthur  out  of  the  way, 
without  being  suspected  of  killing  him,  he  would 
be  the  real  king  of  England  instead  of  Arthur. 

6.  This  wicked  man,  therefore,  tried  a  great 
many  ways  to  get  rid  of  Arthur;  but  John 
knew  that  everybody  loved  Arthur,  because  he 


120    NATIONAL  SECOND  READER. 

was  so  good  a  little  boy.  They  knew  also  that 
Arthur  would  be  a  very  good  king,  when  he  was 
old  enough,  and  they  loved  him  very  much. 

7.  John,  therefore,  did  not  dare  to  kill  Arthur 
openly,  but  he  had  him  put  into  prison,  and 
sent  a  man,  whose  name  was  Hubert,  to  put  out 
Arthur's  ejes^  and  to  kill  him. 

8.  When  Arthur  saw  Hubert  come  into  his 
prison,  with  two  cruel  men,  to  burn  out  his 
eyes  with  red-hot  irons,  he  fell  down  on  his 
knees  to  Hubert,  and  begged  him  to  pity  him. 

9.  Hubert  was  not  a  cruel  man,  and  was 
easily  made  to  listen  to  poor  little  Arthur's 
entreaties.  But  Hubert  knew  that  the  wicked 
King  John  would  punish  him,  and,  perhaps, 
put  him  to  death,  if  he  did  not  do  as  the  king 
had  directed  him,  and  kill  Arthur. 

10.  He,  however,  told  Arthur  that  he  would 
not  hurt  him.  Hubert  also  hid  Arthur,  so  that 
the  king  did  not  know  that  he  was  alive.  But 
little  Arthur,  thinking  that  Hubert  had  forgotten 
to  take  him  out  of  the  prison,  jumped  from  the 
wall  of  the  prison,  and  was  killed  by  his  fall. 

11.  The  wicked  King  John  had  many  things 
to  suffer  after  Arthur's  death,  and,  at  last,  he 
was  poisoned,  and  died  a  Very  painful  and  hor- 
rid death. 


NEVER    PLAY    THE    TRUANT. 


121 


ARTICULATION. 


az  lire 


raz'  ure, 
o'  sier. 


bra'  zier ; 
seiz'  ure ; 
treas'  ure ; 


gla'  zier, 
fu'  sion, 
meas'  ure, 


gra'  zier ; 
lew'  ure ; 
vis7  ion. 


LESSON  XXXVII 


climbed     squir  rel 
tru'  ant       bas  ket 
gain  er       step  ping 


pass  ing      be  longed 
li-Xught  j     brok  en  (brok'  n) 
in  stead'      anx  ious  (ank'  shus) 


NEVER    PLAY    THE    TRUANT. 

CHARLES  RUSSEL  was  a  good  boy,  who 
liked  very  much  to  go  to  school.  He  had 
heard  his  father  say  that,  when  he  went  to 
school,  he  never  had  played  the  truant;  and 
Charles  was  very  anxious  to  be  like  his  father. 

2.  As  Charles  was  going  to  school,  he  met  a 
boy  by  the  name  of  James  Green,  who  was  on 
the  way  to  the  woods  to  gather  nuts.  James 
belonged  to  the  same  school  with  Charles,  and 
ought  to  have  gone  to  school  on  that  morn- 
ing. 

3.  But  James  had  made  up  his  mind  to  play 
the  truant,  and  he  tried  very  hard  to  make 
Charles  go  with  him.     Charles  told  him  that  he 


122    NATIONAL  SECOND  READER. 

would  not  play  the  truant,  because  his  father 
had  told  him  that  it  was  very  wrong,  and  that 
when  he  was  a  boy  he  had  never  done  so. 

4.  When  Charles  came  home  from  school 
that  night,  his  mother  told  him  that  she  had 
some  sad  news  to  tell  him  about  one  of  his 
schoolmates,  by  the  name  of  James  Green. 

5.  Instead  of  going  to  school,  James  had 
gone  into  the  woods  to  gather  nuts.  He  found 
plenty  of  nuts,  but  seeing  a  squirrel  on  a  large 
tree,  he  put  down  his  basket,  and  climbed  the 
tree  to  find  the  squirrel's  nest.  Stepping  on  a 
branch  that  bent  under  his  weight,  he  slipped 
and  fell  to  the  ground,  and  broke  his  leg. 

6.  A  man,  who  was  passing  through  the 
woods,  found  him,  and  carried  him  home. 
When  the  doctor  came  and  set  his  leg,  he  said 
it  would  be  a  long  time  before  James  would  be 
able  to  walk. 

7.  Charles  thought  to  himself  how  glad  he 
was  that  he  had  not  gone  with  James  into  the 
woods.  If  he  had,  it  might  have  been  he  in- 
stead of  James  who  had  the  broken  leg. 

8.  He  then  said  to  himself,  "I  will  not  let 
any  boy  entice  me  away  from  school,  but  I  will 
always  attend  when  I  am  sent,  and  then  I  am 
sure  that  I  shall  be  out  of  the  way  of  harm." 


SUB-TONICS 

123 

TABLE  OF  CONSONANT  ELEMENTS. 

SUB-TONICS. 

a, 

as  in 

hade, 

&ale, 

Jane, 

£ard, 

Jark. 

a, 

a 

dale, 

dame, 

date, 

did, 

dim. 

sr, 

u 

gage, 

gale, 

gate, 

W, 

&9- 

h 
i, 

a 
a 

jade, 
Zake, 

jane, 
lane, 

join, 
late, 

^oint, 
Zet, 

joist, 
Zend. 

m, 

a 

make, 

mane, 

mate, 

mild, 

mind. 

n, 

a 

wame, 

wail, 

nave, 

nine, 

wight. 

a 
u 

bang, 
race, 

gang, 
rake, 

sang, 
rain, 

Rung, 
har, 

young, 
car. 

fli, 

a 

that, 

this, 

these, 

those, 

with. 

% 

a 

vail, 

vain, 

vase, 

vine, 

vice. 

w, 

u 

wage, 

wail, 

wake, 

wide, 

wise. 

a 

yard, 
seal, 

yes, 
sest, 

yet, 
sine, 

you, 
sone, 

your. 
gase. 

z, 

a 

azure, 

brazier 

,  glazier,  seizure 

,  vision. 

• 

LESSON 

XXXVIII. 

ves'  sel 
float  ing 
want  ed 
mas  ter 
d!s  tance 

t!  dings      re  ce^ved 
pre  vent'    sat'  is  fled 
be  yond     Rob  in  son 
re  fused     bit  ter  ly 
con  sent     in  form'  ing 

pre  par  ing 
dis  o  be'  di  ent 
fastened  (fas' nd) 
captain  (kap'tin) 
there  fore  (flier'  for) 

124 


NATIONAL     SECOND     READER. 


YOUNG    ROBINSON. 

A  LITTLE  boy,  one  day,  went  down  to  a 
^Z  wharf1  in  a  great  city,  to  see  the  large  ves- 
sels that  were  preparing  to  go  to  sea. 

2.  A  wharf  is  a  place  where  ships  or  boats 
may  be  fastened,  to  prevent  them  from  float- 
ing away,  or  being  blown  away  by  the  wind. 

3.  This  little  boy,  when  he  saw  the  great 
ships,  and  heard  that  they  were  going  out  to 
sea,  wanted  very  much  to  go  in  one  of  them, 


1  Wharf,  a  place  built  out  into  the  water  to  load  and  unload  ves- 
sels. 


YOUNG    ROBINSON.  125 

and  see  the  great  waters,  and  the  countries  he 
had  heard  about,  bey6nd  the  great  waters. 

4.  He  went  home  to  his  par'ents,  and  asked 
them  to  let  him  go  in  the  great  ship,  the  master 
of  which  told  him  that  he  might  go,  if  he 
wished. 

5.  But  his  par'ents  were  not  willing  that  this 
little  boy  should  go  in  the  ship.  They  knew 
much  about  the  sea,  and  that  living  on  board  a 
ship  would  be  a  very  hard  life  to  lead.  They 
therefore  refused  their  consent. 

6.  The  little  boy  was  not  satisfied.  He 
wanted  to  go,  and  all  his  par'ents  could  say  did 
not  prevent1  him  from  going.  He  rose  very 
early,  one  morning,  before  his  par'ents  were 
awake,  and  tied  up  a  few  of  his  clothes  in  his 
pocket-handkerchief.  He  then  slipped  out  of 
the  back-door  very  s6ftly,  for  fear  of  waking 
the  family,  and  went  down  to  the  wharf. 

7.  The  captain  of  the  vessel  had  not  yet  come 
down.  The  little  boy,  therefore,  wandered 
about,  up  and  down  the  wharf,  for  some  time. 
Seeing  another  vessel  preparing  to  push  6ff 
from  the  wharf,  he  went  to  the  side  of  the  ves- 
sel, and  asked  a  man  whom  he  saw  there 
# 

1  Prevent',  to  hinder.  » 


126 


NATIONAL  SECOND  READER. 


whether  he  would  not  like  to  take  a  little  boy 
with  him. 

8.  The  man  to  whom  he  spoke  called  to  an- 
other man,  who  was  the  master  of  the  vessel, 
and  told  him  there  was  a  little  boy  on  the 
wharf  who  wished  to  go  with  them.  "  Call 
him  to  me,"  said  the  master  of  the  vessel.  The 
little  boy  went  on  board  of  the  vessel,  and  the 
master  asked  him  what  was  his  name.  The 
little  boy  told  him  that  his  name  was  Robinson. 

9.  "Robinson,"  said  the  captain,  who  was 
standing  near,  "  I  am  going  in  my  ship  a  great 
distance,  and  shall  not  return  home  for  a  year. 
Do  you  wish  to  go  with  me  ?"  "Yes,  sir,"  said 
Robinson,  "  I  wish  to  go  very  much,  and  I  will 
do  whatever  you  wish  me  to  do,  if  you  will  let 
me  go  with  you." 

10.  "  Will  your  par'ents  give  their  consent  to 
your  going?"  said  the  captain.  "They  will 
not  care,"  said  Robinson :  "  they  always  let  me 
do  what  I  please."  "I  can  not  stop  to  ask 
them,"  said  the  captain;  "but  as  you  say  they 
will  not  care,  I  will  take  you,  and  I  will  send  a 
letter  to  your  father  to  tell  him  that  you  have 
g6ne." 

11.  Robinson  was  so  glad  to  go,  that  he  did 
not  stop  to  think  what  a  wicked  lie  he  had 


YOUNG    ROBINSON. 


127 


told  the  captain  about  his  par'ents'  consent. 
The  ship  sailed,  and  this  wicked  and  disobe- 
dient boy  went  to  sea  in  the  ship. 

12.  When  Robinson's  father  received  the 
captain's  letter,  informing  him  that  his  little  son 
had  gdne  to  sea,  he  was  very  s6rry,  and  his 
mother,  on  hearing  the  sad  news,  fainted  away. 
She  could  not  sleep  all  that  night,  but  wept 
bitterly. 

13.  She  passed  nights,  and  days,  and  months, 
in  great  sdrrow.  In  vain  she  read  the  news- 
papers every  day,  to  see  whether  any  tidings 
came  of  her  son.  or  the  ship  in  which  he  sailed. 


LESSON 

XXXIX. 

r5g'  ging 

ap  peered' 

com'  fort  a  ble 

scarce ly 

sud'  den  ly 

pray  er  (pra/  er) 

dread  fill 

ut  ter  ing 

fast  ened  (las'  nd) 

dream  ing 

de  light'  ed 

whis  tied  (wh!s;  Id) 

drown  ing 

con  fu  sion 

noth  ing  (nuth'  ing) 

fritf  At  ened 

ex  pect  ing 

mount  ain  (mount'  in) 

YOUNG  ROBINSON CONTINUED. 

\  S  the  ship  sailed  through  the  water,  Robin- 
**^  son  was  at  first  very  much  delighted,  and 
thought  that  he  should  have  a  nice  time.     But 


128  NATIONAL     SECOND     READER. 

he  had  not  been  ldng  in  the  ship  before  it  be- 
gan to  roll  from  side  to  side,  and  to  pitch  and 
tdss  on  the  great  waters,  so  that  Robinson  could 
not  stand  on  his  feet,  but  he  had  to  hold  on  to 
the  sides  of  the  vessel. 

2.  The  houses  and  the  land  began  to  dis- 
appear, and  before  many  hours  he  could  see 
nothing  around  or  above  him,  but  the  blue  sky 
and  the  dark  green  sea.  And  then  Robinson 
began  to  feel  dizzy  and  very  ill.  He  lost  all 
desire  for  food,  and  began  to  think  how  much 
pain  he  had  caused  to  his  father  and  mother  by 
running  away.  He  then  thought  that  he  would 
give  all  that  he  had  in  the  world,  if  he  could 
only  be  at  home  with  his  kind  par'ents,  his 
brothers  and  his  sisters. 

3.  The  master  of  the  ship  also  began  to  be 
very  severe  with  him,  and  to  speak  to  him 
harshly,  and  make  him  run  about  the  ship  on 
errands  when  he  was  so  dizzy  and  ill  that  he 
could  hardly  stand. 

4.  In  a  few  days  he  began  to  feel  a  little 
better,  and  when  he  had  nothing  to  do,  he 
would  look  over  the  sides  of  the  vessel  and  see 
the  great  waves  coming  from  a  distance.  They 
appeared  as  though  they  would  sink  the  ship 
and  all  the  crew  in  the  deep  waters. 


YOUNG    ROBINSON  129 

5.  He  was  much  frightened,  too,  when  the 
wind  arose  and  whistled  through  the  rigging,1 
and  raised  the  waves  so  high  that  they  ap- 
peared like  great  mountains  of  water.  In  the 
night,  too,  he  could  scarcely  sleep  for  fear.  He 
lay  on  his  hard  hammock2  among  the  sailors, 
wide  awake,  many  a  night,  thinking  of  his  com- 
fortable home,  and  how  glad  he  would  be  were 
he  safely  there  again. 

6.  One  night,  as  he  lay  asleep  dreaming  of 
home,  he  was  suddenly  aroused  by  a  dreadful 
shock.  Then  he  heard  a  cry  from  the  deck,8 
"  We  are  all  lost  /"  and  a  moment  after,  he  rolled 
from  his  bed  on  to  the  floor. 

7.  He  rushed  up  from  his  sleeping  place  to 
the  deck  of  the  ship,  where  he  saw  every  thing 
in  confusion.4  The  ship  had  struck  on  a  rock, 
and  was  fast  going  to  pieces.  Fear  was  on 
every  face,  and  all  around  him  were  uttering 
cries  and  prayers,  expecting  every  moment  to 
be  drowned  in  the  deep  sea. 

8.  The  ship  kept  rocking  from  side  to  side, 
and  in  a  few  minutes  it  split  and  fell  asunder.5 
Every  one  on  board  was  thrown  into  the  water. 

1  Kig'ging,  the  ropes  and  sails  of  a  vessel. 2  Ham' mock,  a 

bed  used  on  board  of  vessels. 3  Deck,  the  covered  part  of  a  ves- 
sel.  4  Confu'sion,  disorder. 6  Asun'der,  apart,  or  in  pieces. 


130     NATIONAL  SECOND  READER. 

But  Robinson  was  caught  by  a  sail  as  he  fell, 
and  that  saved  him  from  drowning. 

9.  He  caught  hold  of  the  spar  or  yard  on 
which  the  sail  was  fastened,  and  clung  to  it. 
After  having  been  on  the  water  many  hours, 
the  wind  blew  the  spar,  with  Robinson  on  it,  so 
that  it  floated  to  the  land. 


LESSON  XL. 

drear'  y  he  longed'  isl  and  (i7  land) 

prom  ised  hast'  i  ly  nei  ther  (ne'  flier) 

false  hood  dis  o  hey'  fa  tigued  (fa  tegd') 

YOUNG    ROBINSON CONCLUDED. 

ITTHEN  Robinson  came  to  the  land,  his  clothes 
were  wet  through  and  through.     He  had 
been  on  the  water  many  hours,  and  he  was  tired 
and  very  hungry. 

2.  He  looked  around  to  see  whether  any  one 
else  had  been  saved.  But  no  one  was  near. 
On  the  beach,  or  shore,  he  saw  pieces  of  the 
ship  strewed  about.  At  last  he  was  so  much 
fatigued  that  he  lay  down  on  the  dry  sand  and 
fell  asleep. 

3.  When  he  awoke,  the  sun  was  up  and  shin- 
ing brightly  upon  him.     He  looked  out  on  the 


YOUNG     ROBINSON.  131 

wide  waste1  of  waters,  but  could  see  neither 
ship,  nor  sail,  nor  boat,  nor  living  thing. 

4.  He  walked  a  little  way  from  the  shore,  to 
see  if  he  could  find  a  house  or  any  place  of 
shelter,  but  he  found  none.2  At  length,  as  he 
walked  along,  he  saw  some  bushes  or  small 
trees,  and,  going  up  to  them,  he  found  that 
there  were  some  oranges  on  them.  He  hastily 
seized  one  and  sat  down  to  eat  it. 

5.  But  the  story  of  this  little  boy  is  too  long 
to  tell  you  in  this  book,  and  I  can  only  add, 
that  he  passed  many  dreary  days  and  nights 
on  the  lonely  island,  where  the  sea  had  cast 
him.  One  day,  as  he  was  walking  along  the 
beach  or  shore,  he  saw  some  men  rowing  a 
small  boat  toward  the  island. 

6.  The  men  belonged  to  a  large  ship,  which 
he  saw  at  some  distance,  and  they  were  coming 
on  shore  in  search  of  fresh  water.  The  sea- 
water  is  salt,  and  not  fit  to  drink. 

7.  Robinson  ran  up  to  the  men,  as  soon  as 
they  landed,  and  told  them  his  story.  He 
owned  that  he  had  been  a  very  naughty  boy, 
and  said  if  they  would  take  him  with  them,  he 
would  work  for  them  on  the  voyage. 

1  Waste,  an  unoccupied  space. 2  None  (nun). 


132 


NATIONAL     SECOND     READER. 


8.  The  men  had  compassion  on  him.  They 
took  him  on  board  of  their  ship,  and  at  last 
carried  him  home  to  his  par'ents,  who  thought 
he  had  been  drowned. 

9.  Robinson  fell  on  his  knees  before  his  fa- 
ther and  mother,  and  promised  them  that  so 
long  as  he  lived,  he  would  never  disobey  them 


again,  nor  tell  another  falsehood. 


ARTICULATION. 

/• 

/ame, 

/me, 

/ate; 

/ar, 

/arce, 

/arm; 

/Ve, 

/ile, 

/ine; 

/orce, 

/ord, 

/orge  ; 

/all, 

/alse, 

/ault ; 

foul, 

/ount, 

/ound. 

LESSON  III. 


bark'ing     eagle 
mewing      finding 


al  {hough  sat  is  fied 

at  tempt  nn  a'  ble 

well-bred    desired'    com'pany  nature  (nat'yer) 

tor  toise       sup  port    con  tra  ry  creat  ure  (kref  yer) 


THE    EAGLE    AND    THE    TORTOISE. 
A    FABLE. 

T  ITTLE  boys  are  6/ten/ond  of  playing  horse, 
and  pretending  that  they  are  d6gs  or  cats. 
Sometimes  they  make  a  noise  like  a  d6g  bark- 
ing or  a  cat  mewing. 


THE  EAGLE  AND  THE  TORTOISE.   133 

2.  This  is  all  very  well,  when  they  are  at 
play  among  themselves,  to  amuse  each  other. 
But  when  they  are  in  the  company  of  their  par- 
ents and  /riends,  they  should  make  no  such 
noises,  but  conduct  themselves  like  good  and 
well-bred  little  boys. 

3.  No  one  should  pretend  to  be  what  he  is 
not,  and  no  one  should  try  to  be  what  he  never 
can  be. 

4.  A  story  is  told  of  a  tortoise1  who  wished 
very  much  to  be  a  bird.  The  story  is  a /able, 
and  a /able  is  a  story  which  is  not  true;2  but, 
although  it  is  not  true,  it  is  so  much  like  a  true 
story,  that  it  always  teaches  a  use/ul  lesson. 

5.  The  tortoise  is  a  creature  that  can  swim 
very/ast  in  the  water.  When  out  of  the  water, 
it  can  walk  only  slowly,  and  with  great  labor. 
It  has  a  hard  and  thick  shell  on  its  back,  from. 
which  combs  and  other  use/ul  things  are  made. 

6.  An  eagle  is  a  very  large  bird,  and  it /lies 
very  high  and  /ast  in  the  air.  The  tortoise 
wished  very  much  to  be  a  bird,  and  to  fly  in 
the  air.  He  thought  that  he  could  be  a  bird, 
if  any  one  would  teach  him  how  to  fly. 

7.  Seeing  the  eagle,  one  day,  the  tortoise 

1  Tor'toise,  a  turtle. a  True  (tr&). 


134 


NATIONAL  SECOND  READER. 


begged  that  he  would  teach  him  how  to  fly. 
But  the  eagle  told  the  silly  tortoise  that /lying 
was  a  thing  he  could  not  do,  because  it  was 
contrary  to  nature. 


8.  But  the  tortoise  was  not  satisfied.  He 
begged  the  eagle  to  take  him  up  into  the  air, 
and  then  to  let  him/ly  down  to  the  earth. 

9.  The  eagle,  /inding  that  nothing  else  would 
satis/y  the  tortoise,  did  as  he  was  desired.  He 
took  the  tortoise  up  very  high  into  the  air,  and 
then  let  him  drop.  The  poor  /oolish  tortoise, 
being  unable  to  support  himsel/  in  the  air,  /ell 
down  upon  a  rock,  and  was  dashed  to  pieces. 


RABBITS. 


135 


10.  We  may  learn  from  this  fable,  that  if  we 
try  to  be,  or  to  do,  what,  from,  our  nature,  we  can 
not  be,  or  do,  we  may  /ail  in  our  attempt,  and 
be  brought  to  a  sad  end,  like  the  silly  tortoise. 


ARTICULATION. 

k 

hale, 

Aame, 

hate ;        hark, 

Aarm, 

Aard; 

Aeal, 

Aeap, 

hear ;        Aide,  ■ 

Aigh, 

Aire ; 

Aold, 

Aome, 

Aope ;       Aound, 

Aouse, 

Aowl. 

LESSON  XLII. 


rab'  hit 

s%At  ly 

re'  al  ly 

im  pleas'  ant 

spe  cies 

cus  torn 

en  e  mies 

in  cor  r£ct' 

bur  rows 

dis  tinct' 

dlf  f er  ent 

im  pos'  si  ble 

con  stant 

re  form 

rid  i  cule 

A  mer'  i  can 

RABBITS. 

Walter.  Is  not  this 
the  picture  of  a  rabbit, 
father?  John  says  it's 
a  Aare. 

Father.  And  John  is 
right,  my  son.  That  is 
the  picture  of  an  Ameri- 
can Aare. 

Walter.  But  I  am  sure 


136  NATIONAL     SECOND     HEADER 

I  7ieard  yon  call  it  a  rabbit     Everybody  calls 
these  animals  rabbits. 

Father.  True,  Walter.  And  yet,  really,  they 
are  Aares.  Though  the  rabbit  looks  very  much 
like  a  Aare,  it  is  a  distinct1  species,2  and  is  much 
wiser  than  the  Ztare.  It  burrows8  in  the  ground, 
and  thus  Aides  itself  and  its  young  from  its  ene- 
mies ;  while  the  Aare  lives  on  the  surface4  of  the 
earth,  and  is  in  constant  fear  of  its  enemies. 

Look  at  this  picture 
of  a  tame  rabbit,  and 
then  look  at  the  pic- 
ture at  the  7iead  of  this 
lesson,  and  you  will  see 
that  they  are  different. 

Walter.   Oh  yes.     I 
can  see  that  very  plain- 
ly.   But  if  our  rabbits, 
as  we  call  them,  are  only  7iares,  why  are  they 
not  called  by  their5  right  name  ? 

Father.  A  first  mistake  in  naming  the  animal, 
Aas  made  the  term  rabbit  so  common,  that  most 
people  believe  it  to  be  correct ;  and  it  is  now 
almost  impossible  to  change  it  to  the  right  one. 

Walter.  I  will  call  them  7zares,  after  this. 

1  Distinct',  different. 2  Spe'cies,  kind  or  sort. 3  Bur' rows, 

digs  in  the  ground. *  Sur'face,  outside. 5  Their  (th&r). 


RABBITS.  137 


Father.  People  will  Aardly  know  what  you 
meant. 

Walter.  But  they  are  7*ares,  and  ought  to  be 
called  so. 

Father.  My  son,  when  you  speak  to  others, 
you  wish  them  to  understand  the  meaning  of 
your  words,  do  you  not  ? 

Walter.   Oh  yes. 

Father.  If  you  say  ftare,  you  will  not  be  un- 
derstood, for  the  American  hare  is  known  as 
the  rabbit.  It  is  better  always  to  be  correct  in 
every  thing ;  but  where  the  usage1  of  a  whole 
people  is  slightly  incorrect,  as  in  this  instance, 
it  is  better  that  lads,  like  yourself,  should  do  as 
others  do,  instead  of  trying  to  introduce  a  re- 
form. You  could  effect  no  change  of  the  cus- 
tom, and  you  would  only  lay  yourself  open  to 
the  unpleasant  ridicule2  of  many. 

Walter.  But  you  7*ave  said  that  we  never 
should  be  afraid  of  ridicule,  father. 

Father.  Nor  should  we.  And  yet,  there3  are 
few  who  can  bear4  it  without  feeling  unpleasant- 
ly. It  is  always  best  not  to  provoke  it  lightly, 
for  those  who  laugh  at  us  are  not  in  a  state  to 
be  made  better  by  what  we  may  say  or  do. 

1  U'sage,  use,  practice. 2  Itid'icule,  laughter;  words  spoken 

to  cause  unpleasant  laughter. 3  There  (thar). *  Bear. 


138     NATIONAL  SECOND  READER. 

Walter.  I  never  thought  of  that. 

Father.  But  it  is  a  fact,  Walter ;  and,  there- 
fore, while  we  should  not  be  afraid  of  being 
laughed  at,  we  should  not,  for  a  light  cause, 
call  down  upon  ourselves  the  ridicule  of  others. 


ARTICULATION. 

1. 

jeel, 

leep, 

Jcej ; 

7dss, 

ling, 

lank ; 

:ind, 

line, 

lite ; 

kuk9 

lept, 

licl ; 

.>ea/^ 

seel', 

weal ; 

bad, 

pael, 

tacl. 

LESSON  XLIII. 

schol'  ars    sen  tence    tim'  id  ly         un  der  stand' 
qnes  tion    quick  ly     rap  id  1  y  an  swer  (an'  ser) 

puz  zle        re  quire'     re  mem'  ber    wo  men  (wim'  en) 

WHAT     IS     A    BIRD? 

A  TEACHER,  who  was  very  anxious  to  male 
his  scholars  understand  their  lessons,  said 
to  them  one  day,  "  Now,  children,  I  have  a  very 
hard  question  to  asl  you.  It  does  not  require 
you  to  study,  but  only  to  thinl  about  it,  in  or- 
der to  answer  it  well.  The  one  who  gives  me 
the  best  answer  shall  go  to  the  head  of  his  class. 
The  question  is  this  :    What  is  a  bird  ?" 


WHAT     IS     A     BIRD?  139 

2.  Before  they  heard  the  question,  they 
looked  very  sober,  and  thought  then-  teacher 
wished  to  puzzle  them,  or  to  give  them  a  long 
sentence  to  learn.  But,  as  soon  as  they  heard 
the  question,  they  began  to  smile  among  them- 
selves, and  wonder  why  their  teacher  should 
call  that  a  hard  question. 

3.  A  dozen  hands  were  at  once  raised,  to 
show  that  so  many  of  the  children  were  ready 
to  answer  it. 

4.  "  Well,  John,"  said  the  teacher,  "  your 
hand  is  up ;  can  you  tell  me  ivliat  a  bird  is  f" 

5.  John  quickly  rose,  and,  standing  on  the 
right  side  of  his  seat,  said,  "  A  bird  is  a  thing 
that  has  two  legs." 

6.  "Well,"  said  the  teacher,  "if  some  one 
should  saw  off  two  of  the  legs  of  my  chair,  it 
would  then  be  a  thing  that  has  two  legs ;  but 
it  would  not  be  a  bird,  would  it  ?  You  see, 
then,  that  your  answer  is  not  correct."1 

7.  One  of  the  children  said  that  a  bird  is  an 
animal  with  two  legs.  "  But,"  said  the  teacher, 
"all  little  boys  and  girls,  and  all  men  and 
women,  are  animals  with  two  legs;  but  they 
are  not  birds." 

1  Correct',  right,  without  mistake. 


140     NATIONAL  SECOND  READER. 

8.  Another  child  said  that  a  bird  is  an  ani- 
mal that  has  wings.  But  the  teacher  said,  there 
are  some  fishes  that  have  wings,  and  that  fishes 
are  not  birds. 

9.  A  bright  little  girl  then  rose  and  said,  "  A 
bird  is  an  animal  that  has  legs  and  wings,  and 
that  flies."  The  teacher  smiled  upon  her  very 
kindly  and  told  her  that  "it  is  true  that  a  bird 
has  legs  and  wings,  and  that  it  flies  ;  but,  there 
is  another  animal,  also,  that  has  legs  and  wings, 
and  that  flies  very  fast  in  the  air.  It  is  called 
a  bat.  It  flies  only  in  the  night ;  but  it  has  no 
feathers,  and  therefore  is  not  a  bird." 

10.  Upon  hearing  this,  another  bright-eyed 
child  very  timidly  rose  and  said,  UA  bird  is 
an  animal  that  has  legs,  wings,  and  feathers." 
"Very  well,"  said  the  teacher;  "but  can  you 
not  thin/c  of  any  thing  else  that  a  bird  has, 
which  other  creatures  have  not  ?" 

11.  The  children  looked  at  one  another,  won- 
dering what  their  teacher  could  mean  ;  and  no 
one  could  thmJc  what  to  say,  until  the  teacher 
said  to  them,  "  Tiling  a  moment,  and  try  to  tell 
me  how  a  bird's  mouth  looZrs.  You  see  I  have 
two  lips,  and  these  two  lips  form  my  mouth. 
Now,  tell  me  whether  a  bird  has  two  lips  ;  and 
if  he  has  not,  what  he  has  instead  of  lips." 


WHAT     IS     A     BIRD?  141 

12.  One  of  the  children  quic&ly  arose  and 
said,  that  a  bird  has  no  lips,  but  he  has  a  bill ; 
and  that  bill  opens  as  the  lips  of  a  man  do,  and 
forms  the  mouth  of  the  bird. 

13.  "  Yes,"  said  the  teacher  ;  "  and  now  list- 
en to  me  while  I  tell  you  the  things  you  should 
always  mention,  when  you  are  as&ed  what  a 
bird  is  :  A  bird  is  an  animal  that  has  feathers, 
two  legs,  two  wings,  and  a  hard,  glossy1  bill." 

14.  "  And  now,"  said  the  teacher,  uyou  see 
I  was  right,  when  I  told  you  that  I  had  a  hard 
question  to  as&  you.  Try  to  remember  what 
I  have  told  you  about  a  bird,  and  when  you 
are  asZred  what  any  thing  is,  thin&  of  all  you 
ever  knew  about  the  thing,  and,  in  this  way, 
you  will  be  able  to  give  a  correct  answer. 

15.  "  This  will  also  teach  you  to  thin&  of 
what  you  read,  and  to  understand  it.  Thus, 
you  will  improve  rapidly,  for  you  can  always 
read  those  things  best  which  you  understand." 


ARTICULATION. 

pace,  jpail,  ^>ain ;  paut,  pass,  past ; 
j^eace,  peak,  peep ;  pike,  pine,  pipe ; 
^oncl,       pop,        pomp;      plump,     pulp,     pump. 

1  Gloss'  y,  shining. 


142 


NATIONAL  SECOND  READER. 


LESSON  XLIY. 


Chi'na 

sil  ver 

char  coal 

dutiful 

pa/m-trees 

plat  ted 

man  aged 

del  i  cate 

trow  sers 

gath  ered 

Can'  ton 

Macao  (makou') 

jacket 

oys  ters 

CM  nese' 

pretty  (prit'ty) 

ank  les 

mus  cles 

nan  keen 

taken  (tak'n) 

nar  row 

shoid.  der 

cu.'  ri  ous 

earthen  (erth'n) 

THE     LITTLE     CHINESE     BOY. 

A  TUNG  was  a  little  Chinese  boy.  He  had 
-  no  mother.  She  had  been  dead  a  great 
many  years. 


THE     LITTLE     CHINESE     BOY.  143 

2.  He  lived  all  alone  with  his  old  father  in  a 
poor  little  hut,  standing  among  some  green 
palm-trees,  near  a  Chinese  village  in  Macao, 
which  is  in  China,  about  eighty  miles  from  the 
great  city  of  Canton. 

3.  I  dare  say,  you  have  seen  some  of  the 
very  curious  things  which  are  brought  from 
thence. 

4.  Atung  was  a  good  and  pretty  boy.  He 
wore  nankeen  trowsers,  and  a  sort  of  jacket, 
which  came  down  to  his  knees,  and  round  his 
ankles  were  little  narrow  strips  of  tin. 

5.  The  children  of  rich  men  in  China  wear 
silver  anklets  ;*  but  the  father  of  Atung  was  so 
poor,  he  could  buy  his  son  only  tin  ones.  His 
hair2  was  very  olack,  and  he  wore  it  platted  in 
a  long  braid,  hanging  down  his  back. 

6.  He  would  have  seemed  a  very  strangely 
dressed  little  boy  to  you  ;  but,  think  as  you 
would,  I  am  sure,  if  Atung  could  have  seen 
you,  he  would  have  thought  your  dress  even 
more  odd. 

7.  His  father  was  very  poor,  and  so  old,  that 
he  could  scarcely  pull  the  rice  which  grew  in 
a  small  spot  of  ground  back  of  the  little  hut. 

1  Ank'lets,  ornaments  for  the  ankles. a  Hat'r. 


144    NATIONAL  SECOND  READER. 

He  would  sit  most  of  the  day,  and  smoke  his 
long  pipe. 

8.  Little  Atung  did  not  mean  that  his  father 
should  suffer,  if  he  could  prevent  it.  He  was 
very  dutiful1  and  kind  to  him,  gathered  oysters 
off  the  rocks  near  the  sea,  and  picked  up  deli- 
cate muscles,2  for  his  old  father  to  eat. 

9.  Once  or  twice  a  day  he  would  take  a  great 
earthen  jar  upon  his  shoulder,  and  go  off  to  the 
springs,  among  the  hills  of  Macao,  and  fill  it 
with  sweet  fresh  water,  that  his  father  might 
drink.  He  cooked  rice  and  fish  over  a  little 
pan  of  charcoal,  at  the  door  of  the  hut.  He 
also  took  great  care  to  keep  the  hut  neat  and 
tidy. 

10.  But,  by  and  by,  the  old  man  was  taken 
very  ill,  and  pined  away,  day  after  day,  until, 
at  length,  he  died  ;  and  poor  little  Atung  was 
left  all  alone  with  the  dead  body  of  his  father, 
in  that  small  hut,  by  the  green  palm-trees. 


ARTICULATION. 

s. 

safe,       sake,       same ;         sane,  save,         slave ; 

sea,        seal,         seat ;           see,  seed,         seen ; 

self,       send,       sense ;         silk,  since,        sing. 

1  Du'tiful,   kind   and  attentive  to  parents  and  the   aged. 

1  Mus'  cles,  a  kind  of  small  shell-fish. 


THE     LITTLE     CHINESE     BOY. 


145 


LESSON  XLV, 


6'  cean 

for  lorn' 

re  ward'  ed 

coffin 

clis  tress 

heaven  (hev'n) 

wast  eel 

pre  pared 

hastened  (hast'nd) 

vil  lage 

com  mancl 

a  gainst  (a  genst') 

view  ing 

im'  a  ges 

sunk  en  (sungk'  n) 

sparrow 

lg  no  rant 

language  (lang'gwaj) 

Isnbwl  edg 

gen  tie  men 

mis'  sion  a  ries 

LITTLE    CHINESE    BOY CONCLUDED. 

T)OOR  little  Atung  now  had  no  friend  but 
God !  And  yet  he  had  never  heard  of  the 
great  God  of  heaven.  He  had  been  taught  to 
bow  down  before  images1  of  wood  and  stone. 
But  God  loved  him,  poor  little  ignorant  boy  as 
he  was. 

2.  The  Bible  tells  us  that  not  a  sparrow  falls 
to  the  ground,  without  the  knowledge  of  our 
heavenly  Father.  He  loves  all  his  children, 
and  now  he  raised  up  friends  for  this  forlorn2 
little  boy. 

3.  One  day,  it  chanced  that  some  foreign8 
gentlemen  and  ladies  were  viewing  the  rice- 
fields  near  a  Chinese  village,  when  suddenly 

1  Im'ages,  forms  made  to  represent  other  things. 5  Forlorn', 

forsaken,  helpless,  lost. "For'eign,  belonging  to  another  coun- 

try. 


146     NATIONAL  SECOND  READER. 

they  heard  low  sobs  and  cries,  as  of  some  one 
in  pain,  or  in  grief. 

4.  These  cries  came  from  a  little  wood,  near 
by.  They  hastened  to  it,  as  fast  as  they  could, 
and  there,  sitting  on  the  ground,  with  his  head 
leaning  against  the  body  of  a  palm-tree,  was 
poor  little  Atung. 

5.  He  was  very  pale ;  his  eyes  were  sunken, 
and  his  form  wasted.  One  of  the  gentlemen, 
who  could  speak  the  Chinese  language,  went 
up  to  the  little  boy,  and  kindly  taking  his  hand, 
asked  the  cause  of  his  distress. 

6.  Atung  was  so  weak  that  he  could  hardly 
speak.  At  last  He  told  them  that  he  was  nearly 
starved !  For  three  days  he  had  not  touched 
a  morsel  of  food !  His  father  had  no  c6ffin,  and 
he  had  saved  the  few  fishes  he  had  caught,  and 
even  every  grain  of  rice  that  he  had,  that  he 
might  sell  them,  and  thus  be  able  to  bury  his 
poor  old  father ! 

7.  The  party  were  all  moved  by  the  strong 
love  which  this  little  boy  showed  for  his  father. 
The  same  day,  a  coffin  was  prepared,  and  the 
body  of  the  old  man  was  given  to  the  earth. 

8.  One  of  the  gentlemen  took  the  poor  for- 
lorn little  boy  home  with  him  to  his  own  house, 
which  stood  fronting  the  great  ocean,  in  one  of 


THE     LITTLE     CHINESE     BOY. 


147 


the  first  streets  of  Macao.  He  soon  became 
fond  of  the  Chinese  boy,  who  showed  himself 
grateful  in  many  ways  for  the  kindness  he  had 
received. 

9.  In  a  few  weeks,  when  Atung  was  strong 
again,  the  same  gentleman  placed  him  at  a 
school  taught  by  some  kind  missionaries,1  where 
he  might  learn  about  our  great  Father  in  heav- 
en, and  his  son  Jesus  Christ. 

10.  Do  you  not  think  the  little  Chinese  boy 
was  rewarded  for  his  love  and  duty  to  his  old 
father  ?  So  will  all  children  be,  who  remember 
to  keep  the  command — "Honor  thy  Father 
and  thy  Mother.'' 


articulation. 

t. 
taint ;         £ar, 

tale, 

taste, 

targe, 

tart ; 

taunt, 

taught, 

tempt ;       tent, 

test, 

text', 

tilt, 

tint, 

tinge ;        toast, 

to\\y 

tone. 

IESS0N  XLVL 


p!g'  eon 

shy  est 
sports  men 


mere  ly 
kitch  en 
con  stant 


dan  ger 
re  gret' 
ex  posed 


qui'  et  ly 
difficult 
lib  er  ty 


1  Mis'  sion  a  ries,  persons  sent  to  teach  the  true  religk 


148 


NATIONAL     SECOND     READER. 


THE    WOOD-PIGEON. 

npiIE  common  wood-pigeon,  or  the  ring-dove, 
as  it  is  sometimes  called,  is  one  of  the  shy- 
est birds  in  the  woods. 
It  is  so  wild,  that  sports- 
men find  it  very  diffi- 
cult indeed  to  gvt  with- 
in shot  of  it.  Bu£  this 
wild  bird  will  become 
quite  feme,  if  caught 
when  young,  and  freak- 
ed with  great  kind- 
ness. 

2.  A  friend  of  mine  bought  two  young  wood- 
pigeons  from  some  boys,  merely  to  save  their 
lives.  He  sent  them  to  an  old  woman  near  his 
house  to  be  bred  up.  She  took  great  care  of 
them,  feeding  them  with  peas,  of  which  they 
were  very  fond. 

3.  One  of  them  died,  hut  the  other  grew  up, 
and  was  a  fine  bird.  Its  wings  had  not  been 
cut,  and  as  soon  as  it  could  fly,  it  was  set  at 
liberty. 

4.  But  this  bird  was  so  fond  of  the  old 
woman,  who  had  freaked  it  so  kindly,  that  it 
would  never  quite  leave  the  place.     It  would 


THE    WOOD-PIGEON.  149 

fly  to  a  great  distance,  and  even  go  with  birds 
of  its  own  kind.  But  ft  never  failed  to  come 
to  the  house  of  my  friend,  twice  a  day,  to  be 
fed. 

5.  The  peas  were  placed  for  ft  in  the 
kitchen  window.  If  the  window  was  shu£,  it 
would  fcip  with  its  beak  till  it  was  opened ; 
then,  ft  would  come  in,  eat  its,  meal,  and  fly 
off  again. 

6.  If  by  chance,  after  ft  had  tapped  for  a  long 
time,  the  window  was  not  opened,  the  pigeon 
would  fly  upon  a  free,  that  was  near,  and  waft 
till  the  cook  came  out.  As  soon  as  ft  saw  her, 
ft  would  alight  on  her  shoulder,  and  go  with 
her  into  the  kftchen. 

7.  Wha£  made  this  more  strange  was,  that 
the  cook  had  not  bred  the  bird  up ;  and  the 
old  woman's  cott&ge  was  at  some  distance  ;  hut 
as  she  had  no  peas  left,  ft  came  to  my  friend's 
house,  as  I  have  said,  to  be  fed. 

8.  This  went  on  for  some  time  ;  bift  the  poor 
bird,  having  lost  its  fear  of  man,  was  exposed 
to  constant  danger  from  those  who  did  not 
know  ft.  It  met  with  the  fate  of  most  pefe.  A 
stranger  saw  ft  quietiy  sitting  on  a  free,  and 
shot  ft,  to  the  great  regret  of  all  fts  former 
friends. 


150     NATIONAL  SECOND  READER. 

ARTICULATION. 

th. 

thank,      thick,       thing;       think,       third,       thirst ', 

thigh,       thorn,       thumb ',    thump,    thatch,     theft ; 

bath,        breath,    -path;        hath,         truth,      youth. 


LESSON  XLVII. 

an'  them     fran  cliised  pris  on  er      mer  ri  est 
freedom     rejoiced'     merrily       opened  (6'pnd) 
out  spread'  con  fined     min  is  tered  wliis  tied  (wins Id) 
bound' less  hast'  i  ly       feafli  er  y      war  bled  (war'bld) 
mis  tress     s6r  row  f ul  mel  low  er     sick  ened  (sick'nd) 

THE     BIRD     SET     FREE. 

1.  OHE  opened  the  cage,  and  away  there  flew 

A  bright  little  bird :  as  a  short  adieu, 
It  hastily  whistled,  and  passed  the  door  ; 
And  felt  that  its  sorrowful  hours  were  o'er. 

2.  An  an/Aem1  of  freedom  it  seemed  to  sing, 
To  utter  its  joy  for  an  outspread  wing  ; 
That  now,  it  could  sport  in  the  boundless  air; 
And  might  go  any  and  every  where. 

3.  And  Anna  rejoiced  in  her  bird's  delight ; 
But  her  eye  was  wret,  as  she  marked  its  flight; 

1  An'  them,  a  song. 


THE    BIRD    SET    FREE. 


151 


L 


5. 


Till,  this  was  the  song  that  she  seemed  to  hear; 
And,  merrily  warbled,  it  dried  the  tear : 

"  I  had  a  mistress,  and  she  was  kind 

In  all  but  keeping  her  bird  confined. 

She  ministered  food  and  drink  to  me ; 

But  oh  !  I  was  pining  for  liberty  ! 

"  My  fluttering  bosom  she  loved  to  smooth ; 

But  the  heart  within  it  she  could  not  soothe  ; 

I  sickened  and  longed  for  the  wildwood 

breeze, 
My  feathery  kindred,  and  fresh  green  trees. 

"  A  prisoner  here,  with  a  useless  wing, 
I  looked  with  sorrow  on  every  thing. 


152 


NATIONAL     SECOND     READER. 


I  16st  my  voice,  I  forgot  my  song, 

And  mourned  in  silence  the  whole  day  long. 

7.  "  But  I  will  go  back  with  a  mellower  pipe, 
And  sing,  when  the  cherries  are  round  and 

ripe, 
On  the  topmost  bough,  as  I  lock  my  feet 
To  help  myself,  in  my  leafy  seat. 

8.  uMy  merriest  notes  shall  there  be  heard, 
To  draw  her  eye  to  her  franchised1  bird ; 
The  burden,  then,  of  my  song  shall  be? 
Earth  for  the  wingless  •  but  air  for  me  /" 


chafe,  chsim, 
cheese,  cheek, 
chili,        each, 


RTICULATION. 

ch. 
chase ;     change, 
cheer ;     chick, 
inch ;       march, 


charm, 

chin, 

much, 


chart ; 
chip ; 
LreacA. 


roll'  ing 
pass  ing 
draw  ing 
wag  on 
liu.  mor 
rough  ly 
troub  ling 


LESSON   XLVIII. 

hap  pened  in'  slant  ly 

enip  ty  of  lend'  ed 

small  er  dis  plec/s  lire 

qitar  rel  in  ter  rupt' 

re  plied'  dif  fi  cul  ty 

be  tween  an  gry  (Aug'  gry) 

ap  peered  youn  ger  (young'  ger) 


Fran'  chised,  made  frue. 


SPEAK  GENTLY.  153 


SPEAK  GENTLY. 


"  n  ET  out  of  my  way,"  said  John  to  William, 
^  as  lie  was  rolling  his  hoop  along  a  narrow 
passage,  through  which  William  was  drawing 
his  wagon.  "You  are  always  getting  in  my 
way,  whenever  I  wish  to  have  a  little  fun  with 
my  hoop,  or  my  ball,  or  any  of  my  playthings." 

2.  These  angry  words  of  his  brother  made 
William  feel  out  of  humor  too,  and  he  very 
roughly  replied,  u  You  get  out  of  my  way.  I 
can  not  play  anywhere  with  any  thing  without 
your  coming  to  interrupt  me.  I  have  as  much 
right  to  be  in  the  road  as  you  have,  and,  if  you 
can  not  amuse  yourself  without  troubling  me, 
go  somewhere  else  to  play." 

3.  These  unkind  words  between  his  two  sons 
were  heard  by  Mr.  Conway,  who  from  a  win- 
dow in  the  house  saw  what  was  going  on,  with- 
out his  sons  knowing  that  he  was  near. 

4.  A  few  days  after,  he  happened  to  be  in 
the  barn,  in  one  part  of  which  he  had  caused  a 
fine  swing  to  be  made  for  his  c/dldren.  Wil- 
liam was  enjoying  the  swing  with  another  lad 
of  about  his  own  age,  when  John  entered  the 
barn  in  great  haste,  and  in  no  very  good  humor. 

5.  "  Get  out  of  that  swing,  Bill,"  said  John. 


154    NATIONAL  SECOND  READER. 

"  You  and  Harry  Jones  have  had  it  a  long  time, 
and  it  is  my  turn  to  swing,  now.  Father  did 
not  have  it  put  up  for  you,  and  all  the  ragged 
boys  in  the  village." 

6.  "I  came  here  first,"  said  William.  "I 
have  the  swing  and  mean  to  keep  it.  You 
only  came  here  to  interrupt  us.  If  you  wanted 
to  swing,  why  did  not  you  come  and  take 
it  before  we  left  our  balls  ?  The  swing  has 
been  empty  all  the  morning,  and  you  would 
not  have  thought  of  it  if  you  had  not  seen 
us  here." 

7.  "I  don't  care  for  that,"  said  John.  "I 
want  it,  and  I  will  have  it.  If  you  do  not  get 
out  of  it  this  minute,  I  will  pitch  you  out." 
These  angry  words  did  no  good.  Although 
William  was  younger  and  smaller  than  John, 
he  thought,  with  the  aid  of  Harry,  he  could  pre- 
vent his  brother  from  taking  the  swing,  and 
keep  it  for  himself. 

8.  John  was  just  about  to  carry  out  his  threat, 
and  had  taken  hold  of  the  rope  to  pull  the  seat 
from  under  his  brother,  when  their  father,  whom 
they  had  not  before  seen,  appeared  before  them. 

9.  "I  believe,  my  sons,"  said  Mr.  Conway, 
mildly,  "I  must  have  the  swing  taken  down. 
I  had  it  nicely  put  up,  hoping  that  it  would 


SPEAK     GENTLY.  155 

amuse  my  children  and  make  them  happy,  but, 
I  find  it  causes  them  to  quarrel." 

10.  u0  father,"  said  William,  "  do  not  take 
it  down.  John  shall  have  it  this  time,  if  you 
will  only  let  it  remain."  John  also  said  that 
he  would  give  it  up  to  his  brother  the  whole 
day,  if  his  father  would  not  take  it  down. 

11.  "Children,"  said  Mr.  Conway,  "I  have 
no  wish  to  remove  it,  if  you  will  not  compel  me 
to  do  so.  It  was  not  the  swing  that  caused  the 
difficulty  between  you,  but  the  unkind  manner 
in  which  you  spoke  to  one  another.  I  heard 
all  that  passed  between  you  about  the  swing, 
as  well  as  the  quarrel  that  took  place  a  few 
days  ago  in  the  road. 

12.  "  My  son,  when  you  wished  your  brother 
to  let  you  pass  by  him  with  your  hoop,  you 
roughly  said  to  him,  '  Get  out  of  my  way ! ' 
Your  angry  manner  offended  him.  Now,  if 
you  had  said  gently  to  him,  '  Please,  William, 
move  your  wagon  a  little,  so  that  I  may  pass 
with  my  hoop,'  he  could  have  had  no  cause  of 
displeasure,  and  would,  without  doubt,  have 
moved  out  of  your  way. 

13.  "This  morning,  if  you  had  said  to  him, 
'William,  please  let  me  swing  a  little  while,'  I 
have  no  doubt  that  he  would  instantly  have 


156    NATIONAL  SECOND  READER. 

given  up   the    swing    to    you,    but   you   very 
roughly  Mole  him,  '  Get  out  of  that  swing  !' 

14  "  Now,  my  sons,  I  wish  you  both  to  re- 
member, when  you  ask  any  one  to  do  any  thing 
for  you,  to  speak  kindly.  No  one  likes  to  be 
ordered  to  do  any  thing ;  but,  if  kindly  asked 
to  do  it,  no  one  who  is  not  very  ill-tempered 
will  refuse  to  oblige  you." 


sheet ; 
sAout ; 
6'Aawl. 


ARTICULATION 

sh. 

sAade, 

shake, 

shame ;     sheaf, 

sheep, 

s  A  ark, 

sharp, 

shore ;       short, 

should 

shall, 

sash, 

marsh ;      shell, 

shift. 

LESSON  XLIX. 

thaw'ing  rancid  Lawrence  ministers 

weafli  er    hurt  fnl  pre  vent'  re  fresh'  ing 

double      thirsty  compelled  entirely 

trouble      churches  cov'ering  hos'pital 

shav  ings  wor  thy  dan  ger  cms  bus  i  ness  (biz'  nes) 


i 


ICE-HOUSES. 

CE-HOUSES  are  made  to  keep  ice  when  the 

weather  is  warm,  and  to  prevent  its  thaw- 

g.      They  are    sometimes   made   below  the 


ICE-HOUSES.  157 


ground,  with  a  low  covering  to  keep  out  the 
suns/dne  and  heat.  Sometimes  they  are  made 
above  the  ground,  and  then  the  sides  are 
double,  and  filled  with  sawdust,  or  shavings. 

2.  Ice  is  very  useful  in  warm  weather.  When 
milk,  cream,  and  butter  are  kept  on  the  ice,  the 
butter  will  not  become  rancid,1  nor  the  milk 
and  cream  sour. 

3.  Meat,  and  food  of  all  kinds,  will  also  keep 
good  much  longer  and  better  on  the  ice.  A 
glass  of  water  with  ice  in  it  is  very  refreshing, 
on  a  warm  day  in  summer.  But  it  is  very  dan- 
gerous and  hurtful  to  drink  a  great  deal  of  ice- 
water  on  a  very  hot  day. 

4.  Not  long  ago  there  was  a  rich  man,  who 
lived  in  Boston.  He  was  a  very  worthy  man, 
and  every  one  loved  him.  When  people  were 
in  trouble,  he  gave  them  good  advice,  and 
helped  them  in  many  ways.  He  was  very  kind 
to  the  poor,  and  gave  them  money,  and  cloth- 
ing, and  food. 

5.  One  very  warm  day,  many  years  ago,  this 
good  man,  after  working  very  hard  in  his  busi- 
ness, went  to  visit  some  poor  people.  When 
he   returned   home,   he    was   very  warm    and 

1  Ran'  cid,  having  a  strong  unpleasant  smell  and  taste. 


158  NATIONAL     SECOND     READER. 

thirsty.  He  drank  some  ice-water,  and  it  tasted 
so  refreshing  that  he  did  not  think  of  the  harm 
it  would  do  him.  He  drank  too  much  of  the 
very  cold  water,  and  was  taken  very  ill. 

6.  At  first  it  was  thought  that  he  would  die. 
But  he  had  a  very  skillful  doctor,  under  whose 
care  his  life  was  saved  ;  though  he  never  after 
was  entirely  well. 

7.  He  lived  many  years,  but  was  obliged  to 
be  very  careful  in  his  diet.  Every  thing  he  ate 
or  drank  was  weighed,  and  he  was  compelled 
to  deprive  himself  of  many  pleasures  in  which 
he  saw  his  friends  indulge. 

8.  The  only  pleasure  he  had  was  in  being 
good  and  doing  good.  There  are  very  many 
people  now  living  whom  he  aided.  He  gave 
large  sums  of  money  to  build  churches,  and 
hospitals,  and  to  support  worthy  ministers. 

9.  This  good  man  died  a  very  short  time  ago, 
and  both  the  rich  and  the  poor,  the  old  and  the 
young,  were  very  much  grieved  at  his  loss.  The 
name  of  this  good  man  was  Amos  Lawrence. 

ARTICULATION. 
wh. 
whale,     wharf,    what ;         wheat,    wheel,    wheeze ; 
whelm,    whelp,    ivhence ;    where,    which,    whiff', 
while,      whine,    whir) ;         whirl,     whist,     white. 


TAKE  CARE  OF  THAT  WOLF.     159 


LESSON  L. 

say' ing      feelings     in' no  cent     affection 

kind  ness  per  ished    an  i  mal         pas  sions  (pash'  uns) 

ereat  lire    de  stroy'     for  got'  ten    e  ven  ing  (e'  vn  ing) 

TAKE  CARE  OF  THAT  WOLF. 

Mother.  Take  care  of  that  wolf,1  my  son : 
you  are  saying  harsh  things  about  William. 

Alfred.  What  wolf,  mother  ? 

Mother.  The  wolf  in  your  heart.  Have  you 
forgotten  ivlidX  I  told  you  last  evening,  about 
the  wild  beasts  within  you  ? 

Emily.  But  you  told  us,  too,  about  the  inno- 
cent lambs.  There  are  gentle  and  good  ani- 
mals in  us,  as  weir  as  fierce  and  evil  ones. 

Mother.  Oh,  yes.  Kindness  and  love  are  the 
innocent  animals  of  your  hearts,  and  evil  pas- 
sions and  hate  are  the  cruel  beasts,  that  are  al- 
ways ready,  if  you  will  permit  them,  to  rise  up 
and  destroy  your  good  affections.  Take  care, 
my  children,  how  you  permit  the  wild  beasts 
to  rage. 

Emily.  But  what  did  you  mean  by  saying 
that  there  was  a  wolf  in  brother  Alfred  ?  Tell 
us  the  meaning  of  that,  mother. 

1  A  wolf  is  a  wild  beast  like  a  dog,  but  very  savage  and  cruel. 


160  NATIONAL     SECOND     READER. 

^ 

Alfred.  Yes,  do,  mother.  I  want  to  know 
wh&t  the  wolf  in  my  heart  means. 

Mother.  Do  you  know  any  thing  about  the 
nature  of  wolves  ? 

Emily.  They  are  very  cruel,  and  love  to 
seize  and  eat  up  dear,  little,  innocent  lambs. 

Mother.  Yes,  my  children,  their  nature  is 
cruel ;  and  they  prey  upon  innocent  creatures. 
Until  now,  Alfred,  you  have  always  loved  to 
be  with  your  playmate,  William  Jarvis.  Was 
it  not  so,  my  dear  ? 

Alfred.  Yes,  mother  ;  I  used  to  like  him. 

Mother.  Often,  you  would  get  from  me  a  fine, 
large  apple,  or  a  choice  flower,  from  the  gar- 
den, to  give  him.  But  the  tender  and  inno- 
cent feelings  that  moved  you  to  do  this  have 
perished.  Some  wolf  has  rushed  in,  and  de- 
stroyed them.  How  innocent,  like  gentle 
lambs,  were  your  feelings,  until  now !  When 
you  thought  of  William,  it  was  with  kindness. 
But  it  is  not  so  now.  Only  the  wolf  is  there. 
Will  you  still  let  him  rage  and  eat  your  lambs, 
or  will  you  drive  him  out  ? 

Alfred.  I  will  drive  him  out,  mother,  if  I 
can.     How  shall  I  do  it  ? 

Mother.  Try  to  forget  the  fault  of  William ; 
think  how  good  he  has  been  to  you,  and  try  to 


ATONICS. 


161 


excuse  him,  for  he  did  not  mean  to  offend  you. 
Then,  ivheii  you  love  him,  the  innocent  lambs 
will  again  be  seen,  and  the  wolf  must  flee. 

Alfred.  I  don't  think  I  am  angry  with  Wil- 
liam, mother. 

Mother.  But  you  were  just  now. 

Alfred.  Yes ;  but  the  wolf  is  no  longer  in 
my  heart.     He  has  been  driven  out. 

Mother.  I  am  glad  of  it.  Do  not  again,  Al- 
fred, do  not,  any  of  you,  my  children,  let  wild 
beasts  prey  upon  the  lambs  of  your  flock.  Fly 
from  them  in  as  much  terror  as  you  would  fly 
from  a  wolf,  a  tiger,  or  a  lion,  were  one  to  meet 
you  in  a  wood.  Wild  beasts  injure  the  body, 
but  evil  passions  injure  the  soul. 


TABLE  OF  CONSONANT  ELEMENTS. 


A-TONICS. 

f,    as  in   fame,    /ane,      /ate, 
ham,       Aate, 


Aale, 
keel, 
peep, 
same, 
taste, 
thank, 
chase, 

shade,    shake,     shame, 
wh,    "       whale,   what,      wheat, 


IV, 

% 

th, 
ch, 
sh, 


Jcee\>, 

pipe, 

sane, 

tart, 

thing. 


kiss, 

plump, 

save, 

taught, 

tfAink, 


charge,    charm, 


/i/e, 
hark, 

kink, 

pulp, 

send, 

tempt, 

truth, 

much, 

sAallj 

which, 


/ile. 
Aarm. 
kirk, 
pump, 
sense, 
toast, 
youth, 
march, 
shout, 
white. 


11 


162 


NATIONAL  SECOND  READER. 


LESSON  LI. 

Wal'ton      Broadway  servant    vaca/tion 
handsome  merchant  prepare'  Lafayette(lafayet') 


JAMES    AT    HOME. 

'THIS  is  the  picture  of  a  fine  street  in  the  city 
-1-  of  New  York.  It  is  called  Lafayette  Place. 
2.  There  are  some  large  and  very  handsome 
houses,  behind  those  trees,  on  the  right  side  of 
the  street.  James  Walton's  father  lives  in  one 
of  them.     His  name  is  Edward  Walton,  and  he 


JAMES    AT    HOME.  163 

owns  a  large  store  in  a  very  wide  and  long 
street,  called  Broadway. 

3.  James  has  a  very  good  and  wise  mother. 
Though  she  is  the  wife  of  a  rich  New  York 
merchant,1  she  dresses  him  in  a  very  plain  and 
simple  manner,  and  does  not  allow  him  to  be 
vain  and  proud,  as  boys  sometimes  are  that 
have  rich  par'ents. 

4.  James  loves  his  mother,  and  does  all  he 
can  to  please  her.  She  has  taken  so  great 
pains  to  teach  him  to  do  right  at  all  times,  that 
he  has  become  .a  good  and  thoughtful  boy. 

5.  I  mean  that  he  is  a  good  boy  on  the 
whole ;  though,  like  other  boys  of  his  age,  he 
sometimes  does  wrong. 

6.  There  are  no  boys  that  always  do  right ; 
but  some,  when  they  do  wr6ng,  love  the  wrong 
and  cling  to  it,  and  mean  to  do  it  as  6ften  as 
they  can.  James,  when  he  has  done  wr6ng,  is 
s6rry  for  it,  and  resolves  to  do  so  no  more. 

7.  He  rises  very  early  in  the  morning  and 
prepares  for  school.  He  does  not  trouble  the 
servants,  for  he  has  been  taught  to  help  himself. 

8.  He  does  not  play  with  Bruno,  his  pet 
d6g,  nor  with  Prince,  his  little  pony,  nor  with 

1  Mer'  chant,  a  man  who  trades  with  distant  countries  ;  one  who 
huys  and  sells  goods. 


164 


NATIONAL     SECOND     READER. 


any  of  his  playthings,  in  the  morning,  but  he 
hastens  to  school,  and  studies  all  the  time  he 
has,  till  his  class  is  called  out. 

9.  Mr.  Clark,  his  teacher,  loves  him  very 
much,  for  he  is  quiet  in  school,  and  always 
learns  his  lessons  well,  and  is  kind  to  his  school- 
mates on  the  play-ground. 

10.  James  learned  his  lessons  so  well,  and 
was  so  good  a  boy  at  home  and  at  school,  that 
his  father  promised  to  let  him  pass  the  summer 
vacation  in  the  country,  with  his  uncle  Alfred. 

11.  In  the  next  lesson,  I  will  tell  you  what 
James  saw  at  his  uncle's  in  the  country,  and 
how  he  enjoyed  his  visit. 


shield 
scythe 
Jer'  sey 
mow  er 


LESSON  III. 

hhy  ing  swal  low  health'  i  er 

cur  rants  pitch  fork  sur  round'  ed 

clier  ries  wood  house  goose'  ber  ries 

wind  row  Cold-brook  tink  led  (tlngk'  kid) 


JAMES    IN    THE    COUNTRY. 

MIL  ALFRED  WALTON,  or  Uncle  Alfred, 
as  James  calls  him,  lives  on  a  very  fine 
farm  in  the  State  of  New  Jersey. 

2.  It  is  about  twenty  miles  from  the  city  of 


JAMES     IN     THE     COUNTRY. 


165 


New  York,  and  is  called  Coldbrook  farm,  be- 
cause a  brook  of  very  cold  and  clear  water  runs 
through  it. 


3.  Here  you  see  a  picture  of  the  farm-house. 
It  is  cool  and  pleasant  in  summer ;  for,  though 
not  large,  it  is  surrounded  by  fine  shrubs  and 
trees,  which  shield  it  from  the  heat  of  the  sun. 

4.  Mr.  Clark's  school  closed  the  last  of  June, 
and  he  had  a  vacation  of  ten  weeks.  James 
passed  all  this  time  in  the  country,  with  his  Un- 
cle Alfred,  and  he  enjoyed  his  visit  very  much. 

5.  I  dare  say  he  would  have  been  lonely, 


166    NATIONAL  SECOND  READER. 

had  it  not  been  for  his  cousin  Henry,  who  was 
about  his  own  age.  They  soon  became  great 
friends,  and  were  seldom  found  apart. 

6.  James  did  not  idle  his  time  away,  nor 
trouble  his  uncle,  as  some  boys  do,  when  they 
visit  their  friends ;  but  he  was  very  useful. 

7.  He  would  rise  early  in  the  morning,  and 
help  his  cousin  to  water  the  horses,  and  drive 
the  cows  to  pasture,  after  they  had  been  milked. 

8.  Sometimes  he  would  carry  in  wood  from 
the  wood-house ;  and  he  and  Henry  would  climb 
cherry-trees,  and  gather  cherries,  and  pick  cur- 
rants and  gooseberries  in  the  garden,  for  his  aunt. 

9.  One  morning  James  and  Henry  rose  very 
early,  and  took  their  rods  and  lines,  and  fol- 
lowed the  brook  down  through  the  meadow,  to 
c&tch  some  fish  for  Henry's  mother,  who  was 
ill,  and  did  not  relish1  her  food. 

10.  It  was  a  very  pleasant  walk.  The  clear 
and  cold  water  tinkled2  over  the  little  pebbles 
in  the  brook,  and  the  green  moss  and  mint  had 
grown  up  in  the  grass  on  its  banks.  The  birds 
were  singing,  and  the  air  was  sweet  with  the 
odor  of  clover  and  wild  flowers. 

11.  They  followed  the  brook  down  to  a  deep 

1  Rel'ish,  to  like  or  to  enjoy. 2  Tink'le,  to  make  sounds  like 

a  small  Dell,  quick  and  sharp. 


JAMES     IN     THE     COUNTRY. 


167 


iS> 


place,  under  the  roots  of  an  old  tree,  in  the 
wood,  where  they  soon  caught  six  fine  spotted 
trout.  This  was  rare  sport  for  James,  as  he 
had  never  before  been  a-fishing. 

12.  In  haying- time,  James  and  Henry  helped 
Mr.  Walton  make 
hay.  But  some  of 
the  boys  and  girls, 
who  read  this  lesson, 
may  not  know  how 
hay  is  made.  I  will 
now  tell  you. 

13.  The  mowers1 
first  cut  down  the 
grass  with  scythes, 
into  thick  swaths,  or 
rows.  Here  you  see 
James  and  Henry 
turning  over  these  thick  rows,  and  spreading 
them  out,  so  that  the  grass  may  dry.  They 
wear  straw  hats,  with  wide  rims,  so  that  the 
sun  may  not  shine  in  their  faces.  James  has  a 
rake,  with  which  he  turns  over  the  rows,  and 
Henry  has  a  pitchfork,  to  spread  them. 

14.  After  the  grass  is  dry,  it  is  raked  up  into 


1  Mow'  er,  one  who  cuts  grass  with  a  scythe. 


168    NATIONAL  SECOND  READER. 

large  rows,  called  wind-rows.  It  is  then  loaded 
on  the  wagon,  and  taken  to  the  barn.  James 
and  Henry  sometimes  raked  up  the  hay  that 
fell  from  the  wagon  as  it  was  loaded. 

15.  Sometimes,  when  there  was  a  shower, 
they  would  lie  on  the  sweet  new  hay,  in  the 
barn,  and  hear  the  rain-drops  patter  on  the 
roof,  and  the  swallows  twitter  in  their  nests 
under  the  eaves. 

16.  When  vacation  was  over,  and  James  re- 
turned home,  his  face  was  so  brown  and  sun- 
burnt, that  his  schoolmates  hardly  knew  him ; 
but  he  was  much  stronger  and  healthier  than  he 
would  have  been,  if  he  had  remained  in  the  city. 


LESSON  LIII. 

tongue  mo  tion  sail  cer      prov  o  ca'  tion 

straight  red  dish  pur  pose    fore  head  (for*  ed) 

ca/  lyx  spark  les  cheer  ful    hand  some  (han'  sum) 

bottom  sweetness  plumage   quarrel  (kwor'rel) 

green  ish  hum  ming  6'  pen  ing  ex  am  pie  (egz  am'  pi) 

THE    HUMMING-BIRD. 

'THE  humming-bird  is  the  smallest  of  all  birds, 
and  it  is  also  one  of  the  handsomest.     It  is 
almost  always  on  the  wing,  and  it  flies  so  fast, 
that  the  wings  can  scarcely  be  seen. 


THE     HUMMING-BIRD.  169 

2.  It  has  a  very  long  bill,  in  the  shape  of  an 
awl.  The  bill  is  sharp  at  the  point,  so  that  it 
can  be  thrust  into  a  flower,  and  extract  the 
sweet  honey  from  the  bottom  of  its  cup. 

3.  The  cup  of  a  flower  is  called  the  calyx. 
The  calyx  is  sometimes  deep,  and  it  has  a  very 
narrow  opening.  With  its  long  and  sharp  bill, 
the  humming-bird  can  reach  to  the  bottom  of 
the  flower,  where  all  its  sweetness  lies. 

4.  The  tongue  of  the  humming-bird  is  forked ; 
that  is,  it  is  divided  so  that  it  looks  like  two 
tongues,  or  like  the  prongs  of  a  fork.  The 
feathers  on  its  wings  and  tail  are  black,  but 
those  on  its  body,  and  under  its  wings,  are  of 
a  greenish  brown,  with  a  fine  reddish  gloss, 
which  no  silver,  gold,  nor  velvet  can  imitate. 

5.  It  has  a  small  crest  or  tuft  of  feathers,  on 
its  head.  The  crest  is  green  at  the  bottom, 
and  brighter  than  gold  at  the  top.  It  sparkles 
in  the  sun  like  a  little  star  in  the  middle  of  its 
forehead.  The  bill  is  black,  straight,  and  slen- 
der, and  of  the  length  of  a  small  pin. 

6.  This  bird  keeps-  its  wings  in  such  rapid 
motion,  that  their  beautiful  color  can  only  be 
seen  by  the  glitter.  This  rapid  motion  of  its 
wings  causes  a  humming  sound,  and  from  this 
sound  it  has  its  name  of  humming-bird. 


170  NATIONAL     SECOND     READER. 

7.  The  humming-bird  lays  but  two  eggs,  and 
they  are  about  the  size  of  small  peas.  The 
eggs  are  as  white  as  snow,  with  a  few  yellow 
specks  on  them.  These  birds  hatch  their  eggs 
in  ten  days. 

8.  When  the  young  first  appear,  they  are  of 
the  size  of  a  blue-bottle  fly.  The  plumage  of 
the  young  is  not  so  bright  as  that  of  the  old 
birds. 

9.  The  humming-bird  is  easily  tamed.  In  an 
hour  after  it  has  been  caught,  the  little  cheerful 
captive  will  often  come  and  suck  the  honey,  or 
sugar  and  water,  from  flowers  held  out  to  it. 

10.  In  a  few  hours  more  it  becomes  tame 
enough  to  sip  sweets  from  a  saucer,  and  soon 
it  will  come  to  the  hand  that  feeds  it.  In  dark 
or  rainy  weather,  it  seems  to  pass  most  of  the 
time  dozing  on  the  perch,  or  roost,  in  its  cage. 

11.  The  humming-bird  is  a  brave  little  fel- 
low. It  sometimes  dares  to  attack  other  birds 
much  larger  than  itself,  if  they  go  too  near  its 
nest.  He  attacks  even  the  king-bird,  and 
drives  the  martin  back  to  his  box. 

12.  Sometimes  it  will  attack  the  yellow-bird 
and  the  sparrow  without  any  provocation.1     I 

1  Prov  o  ca'  tion,  any  thing  that  causes  anger. 


SUBTONIC     COMBINATIONS. 

171 

hope  none  of  my  little  readers  will  copy  the 

bad  example 

of  these  pretty 

little  birds,  and 

quarrel  purposely  with  other 

children, 

larger 

or  sma 

ler  tha 

EX 

n  themselves. 

4.TI0N. 

.ERCISE  IN  ARTICUL. 

SUB-TONIC    COMBINATIONS. 

bl,  as  in  blade, 

blame,    blaze, 

black, 

bland ; 

a 

blast, 

bleak,      bleat, 

bleed, 

bless. 

gi,    " 

glaze, 

glass,       glance, 

gleam, 

glean ; 

a 

glee, 

glide,      ^impse, 

globe, 

glue. 

br,      " 

brave, 

b?"ain,      break, 

broad, 

broth ; 

u 

brass, 

branch,  brick, 

bring, 

brink. 

dr,     " 

drain, 

drawl,     dream, 

dread, 

dregs ; 

a 

dress, 

drive,     drink, 

bought, 

drown. 

gr,     « 

grace, 

grapes,   grave, 

grand, 

grant ; 

a' 

green, 

greet,      grind, 

grine, 

grove. 

LESSON  LIV.^ 

Gre'  cian 

dig  ni  tied 

at  tach  ment 

Mai  da 

powerful 

sus  pi  cious 

Scot  land 

troub  le  some 

sur  round  ed 

symp  toms 

neace  a  ble 

u'  su  a 

iiy. 

grey  hound 

scru  pu  lous 

dis  po 

si'  tion 

black  guard 

jealousy 

cu  ri  6s  i  ty 

or'  i  gin 

ap  near'  ance 

par  tic 

'  u lar ly 

. 

...1 

172  NATIONAL     SECOND     READER, 

MAIDA,    THE     SCOTCH     GREYHOUND. 

A   HOUND  is  a  ddg,  with  long,  smooth,  hang- 

ing  ears,  and  16ng  limbs,  that  enable  him 

to  run  very  swiftly.     The  greyhound  is  not  so 

called  on  account  of  his  color,  but  from  a  word 

which  denotes  his  Grecian  origin.1 

2.  The  Scotch  grey- 
hound is  a  larger  and 
more  powerful  ani- 
mal than  the  common 
greyhound ;  and  its 
hair,  instead  of  being 
sleek  and  smooth,  is 
long,  stiff,  and  brist- 
ly. It  can  endure 
great  fatigue. 

3.  Sir  Walter  Scott 
had  a  very  fine  dog  of  this  kind.  His  name 
was  Maida.  He  was  one  of  the  finest  d6gs  of 
the  kind  ever  seen  in  Scotland,  not  only  on  ac- 
count of  his  beauty  and  dignified  appearance, 
but  also  from  his  great  size  and  strength. 

4.  When  Sir  Walter  travelled  through  strange 
towns,  Maida  was  usually  surrounded  by  crowds 
of  people.     He  indulged  their  curiosity  with 

1  Or'  i  gin,  that  from  which  any  thing  first  springs. 


173 


great  patience  until  it  began  to  be  trouble- 
some, and  then  he  gave  a  single  short  bark,  as 
a  signal1  that  they  must  trouble  him  no  more. 

5.  Nothing  could  exceed  the  fidelity,  obe- 
dience, and  attachment  of  this  dog  to  his  mas- 
ter, whom  he  seldom  quitted,  and  on  whom  he 
was  a  constant  attendant,  when  travelling. 

6.  Maida  was  a  high-spirited  and  beautiful 
dog,  with  black  ears,  cheeks,  back,  and  sides. 
The  tip  of  his  tail  was  white.  His  muzzle,2 
neck,  throat,  breast,  and  legs  were  also  white. 

7.  The  hair  on  his  whole  body  and  limbs 
was  rough  and  shaggy,  and  particularly  so  on 
the  neck,  throat,  and  breast.  That  on  the 
ridge3  of  the  neck  he  used  to  raise,  like  a  lion's 
mane,  when  excited  to  anger. 

8.  His  disposition  was  gentle  and  peace- 
able, both  to  men  and  animals  ;  but  he  showed 
marked  symptoms  of  anger  to  ill-dressed  or 
blackguard-looking  people,  whom  he  always 
regarded4  with  a  suspicious5  eye,  and  whose 
motions  he  watched  with  the  most  scrupulous6 
jealousy; 

1  Sig'  nal,  a  sign  that  gfVes  notice  of  something. a  Muz'  zle, 

the  nose  and  front  part  of  the  mouth  of  an  animal. 3  Ridge, 

the  top,  or  upper  part. *  Re  gard'  ed,  noticed,  looked  upon. 

6  Suspicious  (suspish'us),  doubtful;  not  trustful. «  Scrupu- 
lous, nice  ;  exact. 


174 


NATIONAL     SECOND     READER. 


LESSON  LV. 

pen'cil  prepared  majestic 

reap  ers  ter'  ri  iied  in  scrip  tion 

por  trait  6  ver  throw  ex  liib  it  ed  (egz  liib') 

head  long  Ab  bots  ford  pe  cul  iar  i  ty  (pe  kul  jar') 

re  straint'  a  ver'  sion  dis  pleas  lire  (plez'  ur) 


MAIDA,     THE     SCOTCH    GREYHOUND: 
CONCLUDED. 

IE-  WALTER  used  to  give  an  amusing  ac- 
count of  an  incident  which  befell  Maida  in 
one  of  his  chases.     "  I  was  once  riding  over  a 


s 


MAIDA,     THE     GREYHOUND.  175 

field,  on  which  the  reapers  were  at  work,  the 
stooks  or  bundles  of  grain  being  placed  behind 
them,  as  is  usual. 

2.  "  Maida,  having  found  a  hare,  began  to 
chase  her,  to  the  great  amusement  of  the  spec- 
tators, as  the  hare  turned  very  6ften  and  very 
swiftly  among  the  stooks.  At  length,  being 
hard  pressed,  she  fairly  bolted  into  one  of  them. 

3.  "  Maida  went  in  headlong  after  her,  and 
the  stook  began  to  be  much  agitated  in  va- 
rious directions ;  at  length  the  sheaves  tum- 
bled down,  and  the  hare  and  the  dog,  terrified 
alike  at  their  overthrow,  ran  different  ways,  to 
the  great  amusement  of  the  spectators." 

4.  Among  several  peculiarities1  which  Maida 
possessed,  one  was  a  strong  aversion2  to  artists, 
arising  from  the  frequent  restraints  he  was  sub- 
jected to,  in  having  his  portrait  taken,  on  ac- 
count of  his  majestic  appearance. 

5.  The  instant  he  saw  a  pencil  and  paper 
produced,  he  prepared  to  beat  a  retreat ;  and, 
if  forced  to  remain,  he  exhibited  the  str6ngest 
marks  of  displeasure. 

6.  Maida7  s  bark  was  deep  and  hollow.  Some- 
times he  amused  himself  with  howling,  in  a  very 

»  Peculiarities  (pe  kul  yar' e  tes) ,  things  found  in  one  person  or 
thing  and  in  no  other. 2  A  ver'  sion,  dislike. 


176    NATIONAL  SECOND  READER. 

tiresome  way.  When  he  was  very  fond  of  his 
friends,  he  used  to  grin,  tucking  up  his  whole 
lips,  and  showing  all  his  teeth ;  but  this  was 
only  when  he  very  much  desired  to  recom- 
mend himself. 

7.  Maida  lies  buried  at  the  gate  of  Abbots- 
ford,  Sir  Walter's  country-seat,  which  he  long 
protected.  A  gravestone  is  placed  over  him, 
on  which  is  carved  the  figure  of  a  dog.  It 
bears  the  following  inscription  i1 

"  Beneath  the  sculptured  form  which  late  tou  wore, 
Sleep  soundly,  Maida,  at  your  master's  door." 


LESSON  LVI. 

Rob'erts  musical  delujht'  ed  ku  turn  a  ton 

turning  gentleman  understood'  clarionet' 

eas'  i  ly  hand  some  ly  in  tel'  li  gent  ma  chin'  er  y 

opening  instrument  inquisitive  pi  a'  no-for'  te 

THE    AUTOMATON    CLARIONET-PLAYER. 

A    GENTLEMAN,  by  the  name  of  Roberts, 
had  a  little  son,  of  about  eight  years  of 
age,  named  George,  who  was  a  very  bright  and 
intelligent  lad. 

1  In  scrip'  tion,  something  written  to  give  knowledge  to  persons 
in  after  years. 


AUTOMATON    CLARIONET-PLAYER.       177 

2.  By  intelligent,  I  mean  that  he  easily  un- 
derstood what  was  said  to  him.  This  little  boy 
was  also  very  inquisitive.  By  inquisitive,  I 
mean  that  he  asked  a  great  many  questions,  in 
order  to  understand  what  he  heard  or  saw. 

3.  His  father,  one  day,  took  George  to  see  a 
very  great  curiosity,1  which  was  exhibited2  in 
Bdston.  A  German  had  made  the  figure  of  a 
man,  and  dressed  it  very  handsomely,  and  had 
put  a  great  deal  of  work  on  the  inside  of  the 
man. 

4.  He  had  also  a  door,  or  opening,  in  the 
back  of  the  man,  where  any  one  could  see  how 
it  was  made  to  move  its  eyes,  its  arms,  and  its 
fingers. 

5.  This  wooden  man  was  called  an  au- 
tomaton, because  it  appeared  to  move  itself, 
while,  all  the  time,  it  was  not  the  man  that 
moved,  but  the  work,  called  machinery,  in  the 
inside  of  the  man,  that  moved. 

6.  As  the  wooden  man  stood  up  in  the  room, 
it  was  at  first  covered  with  a  screen.  The 
maker  would  go  behind  the  screen,  and  wind 
up  the  machinery,  in  the  same  manner  that  a 
watch  or  clock  is  wound  up. 

1  Cu  ri  os'  i  ty,  something  rarely  seen,  but  well  worth  seeing. 

2  Exhib'  ited,  brought  out  to  be  shown. 


12 


178    NATIONAL  SECOND  READER. 

7.  The  maker  then  moved  the  screen,  and 
the  wooden  man  lifted  up  its  head,  and  bowed 
three  times  to  all  the  people  that  had  come  to 
see  it ;  turning  its  head  first  to  the  right,  then 
to  the  left,  and  then  in  front. 

8.  It  held  in  its  hand  a  musical  instrument, 
called  a  clarionet.  When  it  had  bowed,  as  I 
have  said,  it  raised  its  eyes,  and  lifted  the  clar- 
ionet up  to  its  mouth,  and  closing  its  lips  tight 
around  the  mouth-piece  of  the  instrument,  it 
raised  its  fingers,  one  after  another,  and  played 
some  very  sweet  tunes. 

9.  Its  maker  also  played  on  a  piano-forte  the 
same  tunes  with  the  wooden  man.  George  and 
his  father,  and  all  the  persons  in  the  room,  were 
delighted  with  the  music  which  it  made. 

10.  In  the  next  lesson,  you  will  read  what 
George  Roberts  and  his  father  said,  when  they 
returned  home  from  visiting  the  musical  wooden 
man.  But  first  I  will  tell  you  its  name.  It 
was  called  the  Automaton  Clarionet-Player. 


LESSON  LVII. 

home' ward     kernel       bellows  exhibition 

carriage  berries       conversed'     conversation 

coffee  powder     dialogue       curiosity 


AUTOMATON    CLARIONET-PLAYER.       179 
THE    AUTOMATON    CLARIONET-PLAYER: 

CONTINUED. 

A  FTER  George  and  his  father  had  left  the 
room,  where  they  had  seen  the  wooden 
man,  they  conversed  together  about  it,  on  their 
way  homeward. 

2.  When  two  persons  talk  together  about 
any  thing,  what  they  say  to  one  another  is 
called  a  dialogue.  The  following  is  the  con- 
versation, or  dialogue,  which  took  place  be- 
tween George  and  his  father  at  that  time. 

Father.  Well,  George,  my  son,  how  were  you 
pleased  with  the  exhibition  ? 

George.  I  don't  know  what  you  mean,  father, 
by  an  exhibition.     I  never  saw  such  a  thing. 

Father.  Did  not  the  man  show  you  the  beau- 
tiful wooden  man,  that  made  the  sweet  music  ? 

George.  Oh  yes,  father,  I  saw  the  wooden 
man.     Is  that  an  exhibition  ? 

Father.  When  any  thing  is  showed  to  a  num- 
ber of  persons,  it  is  called  an  exhibition  of  that 
thing.  The  person  who  shows  it  is  called  an 
exhibitor,  and  the  thing  is  said  to  be  exhibited. 
And  now,  George,  what  do  you  think  of  the 
exhibition  ? 

George.  It  was  very  pleasing,  father,  and  the 


180     NATIONAL  SECOND  READER. 

man  was  handsome,  and  it  made  very  sweet 
music.     But  was  it  not  alive,  father  ? 

Father.  No,  my  son,  not  any  more  than  a  car- 
riage is  alive,  when  it  moves,  and  we  ride  in  it. 

George.  What  made  it  move,  father,  if  it  was 
not  alive  ? 

Father.  I  will  answer  your  question  by  ask- 
ing another.  You  have  seen  Anna,  the  cook, 
put  coffee  into  the  mill,  and  turn  the  handle  of 
the  mill,  to  grind  the  coffee.  The  coffee  came 
out  of  the  mill,  not  in  kernels,  or  berries,  as  it 
was  put  in,  but,  as  you  know,  in  the  form,  of 
powder. 

George.  Yes,  father,  but  Anna  grinds  the 
coffee,  and  that  breaks  up  the  berries  into  very 
small  pieces. 

Father.  True,  my  dear;  but  Anna  merely 
puts  the  coffee  into  the  mill,  and  turns  the  han- 
dle, and  the  fine  coffee  falls  out.  It  is  not 
Anna,  but  the  work,  called  machinery,  inside 
of  the  mill,  that  grinds  the  coffee.  The  mill 
will  not  grind  the  coffee  unless  Anna  turns  the 
handle. 

George.  Is  there  work,  or  machinery,  in  the 
musical  man,  father  ? 

Father.  Yes,  George.  There  is  a  great  deal 
of  machinery  inside  of  an  automaton,  and  the 


AUTOMATON    CLARIONET-PLAYER.       181 

wonder  is  how  a  man  can  make  it  produce  so 
many  and  such  beautiful  effects. 

George.  Does  not  the  wooden  man  make  the 
music,  father? 

Father.  The  wooden  man  can  not  make  music, 
of  itself,  my  son.  Some  of  the  machinery  in 
the  inside  of  the  wooden  man  makes  a  pair  of 
bellows  blow,  other  machinery  carries  the  wind 
to  little  reeds,  and  still  other  machinery  causes 
the  wooden  man  to  lift  up  its  fingers,  and  move 
its  head  and  its  eyes ;  but  it  can  not  walk, 
nor  do  any  thing,  except  what  the  machinery 
makes  it  do. 

George.  But  is  it  not  very  curious,  father,  to 
see  it  move  its  eyes  and  its  head,  and  look 
around  the  room,  as  if  it  were  alive  ? 

Father.  Yes,  George ;  and  if  the  wooden  man 
could  walk  about,  and  talk  too,  it  would  be  the 
greatest  curiosity  in  the  world. 

George.  Father,  are  there  any  wooden  men 
that  can  walk  about  and  talk  ? 

Father.  There  are  many  men  that  can  walk 
about  and  talk,  but  none  that  are  made  of  wood. 

George.  But  you  have  told  me,  father,  that 
all  men,  and  even  you  yourself,  were  once  little 
boys  and  helpless  infants.  Was  the  wooden 
man  ever  a  little  wooden  boy  ? 


182     NATIONAL  SECOND  READER. 

In  the  next  lesson,  you  may  read  what  answer 
George's  father  made  to  this  question,  and  what 
further  he  said  to  his  son. 


LESSON  LYIII. 

sleep' ing        worship  won'  der  ful        in  tend' ed 

waking  displaced'      medicine  creator 

THE   AUTOMATON    CLARIONET-PLAYER  I 
CONCLUDED. 

u  "VTO,  my  son,"  said  George  Roberts'  father. 
"It  was  made  a  wooden  man,  and  always 
will  be  a  wooden  man.  But  curious  and  won- 
derful as  it  is,  it  is  by  no  means  so  wonderful 
as  any  living  man  or  child  that  you  see. 

2.  "  You  have  in  you  a  great  deal  more  ma- 
chinery than  the  wooden  musical  man,  and  so 
have  I,  and  everybody  else.  But  we  can  not 
see  our  machinery.  There  is  no  hole  in  our 
backs,  nor  can  it  be  seen  while  we  are  alive. 

3.  "So  long  as  we  live,  this  machinery  is  al- 
ways at  work.  By  means  of  it,  we  walk,  and 
talk,  and  laugh,  and  cry,  and  eat,  and  drink. 

4.  "We  have  a  great  Creator  who  made  us, 
and  the  smallest  of  his  works  is  much  more 
wonderful  than  any  thing  that  man  ever  made. 


AUTOMATON    CLARIONET-PLAYER.       183 

5.  "  We  have  never  seen  this  great  Creator, 
but  he  always  sees  us,  and  knows  what  we  do. 
The  wooden  man  will  sometimes  get  out  of 
order,  because  the  machinery  breaks  or  gets 
displaced. 

6.  "  When  our  machinery  gets  out  of  order, 
we  are  ill,  or  sick.  The  medicine  that  we  are  re- 
quired to  take  when  we  are  ill,  is  intended  to 
put  the  machinery  in  order  to  make  it  work  right. 

7.  "  The  wooden  man  does  not  take  medi- 
cine, because  it  would  do  it  no  good.  When 
it  is  out  of  order,  the  man  who  made  it  can 
open  its  back  and  put  the  machine  in  order. 

8.  "  And  now,  my  son,  I  wish  you  to  think 
of  our  great  Creator,  who  made  us  and  all  the 
machinery  in  us.  How  wonderful  he  is,  how 
great,  and  how  good  to  us !  Every  thing  we  do 
and  every  thing  we  enjoy,  we  owe  to  him, 

9.  "  He  watches  over  us  at  all  times,  whether 
we  are  sleeping  or  waking.  He  made  all  things 
that  we  see  around  us,  in  the  fields,  and  the 
woods,  and  everywhere  else. 

10.  "  We  should  love,  worship,  and  obey  our 
great  Creator,  and  attend  to  all  that  he  tells 
us.  He  has  given  us  a  book  in  which  he  has 
told  us  what  to  do.  That  book  is  called  the  Bi- 
ble, and  the  name  of  our  great  Creator  is  God." 


184    NATIONAL  SECOND  READER. 


LESSON  LIX. 

searched  piercing  prayer  (prar) 

parsed  fleeting  an swered  (an' serd) 

shil'  ling  wretch  ed  list  en  ing  (lis'  sn  ing) 

FAITH    IN     GOD. 

1.  T  KNEW  a  widow  very  poor, 
*  Who  four  small  children  had : 
The  oldest  was  but  six  years  old, 

A  gentle,  modest  lad. 

2.  And  very  hard  this  widow  toiled 

To  feed  her  children  four  ; 
A  noble  heart  the  mother  had, 
Though  she  was  very  poor. 

3.  To  labor,  she  would  leave  her  home, 

For  children  must  be  fed ; 
And  glad  was  she  when  she  could  buy 
A  shilling's  worth  of  bread. 

4.  And  this  was  all  the  children  had 

On  any  day  to  eat : 
They  drank  their  water,  ate  their  bread, 
But  never  tasted  meat. 

5.  One  day,  when  snow  was  falling  fast, 

And  piercing  was  the  air, 


FAITH    IN     GOD.  185 


I  thought  that  I  would  go  and  see 
How  these  poor  children  were. 

6.  Ere  long  I  reached  their  cheerless  home  ; 

'Twas  searched  by  every  breeze ; 
When,  going  in,  the  eldest  child 
I  saw  upon  his  knees. 

7.  I  paused  to  listen  to  the  boy  : 

He  never  raised  his  head, 
But  still  went  on,  and  said,  u  Give  us 
This  day  our  daily  bread." 

8.  I  waited  till  the  child  was  done, 

Still  listening  as  he  prayed  ; 
And  when  he  rose,  I  asked  him  why 
That  prayer  he  then  had  said. 

9.  "Why,  sir,"  said  he,  "this  morning,  when 

My  mother  went  away, 
She  wept,  because  she  said  she  had 
No  bread  for  us  to-day. 

10.  "  She  said  we  children  now  must  starve, 

Our  father  being  dead  ; 
And  then  I  told  her  not  to  cry, 
For  I  could  get  some  bread. 

11.  "  'Our  Father,'  sir,  the  prayer  begins, 

Which  made  me  think  that  he, 


186          NATIONAL     SECOND    READER. 

As  we  have  no  kind  father  here, 

Would  our  kind  Father  be 

12. 

"And  then  you  know,  sir,  that  the 
Asks  God  for  bread  eaeh  day ; 

So  in  the  corner,  sir,  I  went ; 
And  that's  what  made  me  pray." 

prayer 

13. 

I  quickly  left  that  wretched  room, 
And  went  with  fleeting  feet, 

And  very  soon  was  back  again 
With  food  enough  to  eat. 

14. 

"  I  thought  God  heard  me,"  said  the  boy. 

I  answered  with 'a  nod  ; 

I  could  not  speak,  but  much  I  thou 

ght 

Of  that  boy's  faith  in  God. 

EXERCISES  IN  ARTICULATION. 

ATONIC   COMBINATIONS. 

SrC,  1 

is  in  skate,       skiff,         skill,       skirt, 

skulk ; 

"     shill,       scarf,        scold,      scorn, 

scowl. 

sp, 

"     space,      spade,       span,       spark, 

speak ; 

"     speed,      spell,        spend,     spice, 

spike. 

st, 

"     stain,       stamp,      stand,     start, 

stalk ; 

"     stick,       stone,        stove,      stoop, 

stout. 

sq. 

"     square,     squash,     s</uat,      sqneak, 

squall ; 

"     squeal,     squeeze,   squint,    squirm, 

squirt. 

CALLING    HIS    SHEEP    BY    NAME.         187 


S^^gS. 


LESSON  LX. 

cali'eth     piitteth     traveled     obe'dience 

lead  eth     east  era     stran  ger     shep  herd  (shep'erd) 


CALLING    HIS    SHEEP    BY    NAME. 

A  GENTLEMAN  who  was  traveling  in  Greece, 
passed  a  flock  of  sheep,  in  his  morning  walk, 
and  asked  the  shepherd  if  it  was  common  in  the 
Eastern  countries  to  give  names  to  sheep. 

2.  He  said  that  it  was,  and  that  the  sheep 
obey  the  shepherd,  when  he  calls  them  by  their 
names. 


188     NATIONAL  SECOND  READER. 

3.  The  gentleman  asked  the  shepherd  to  call 
out  one  of  his  sheep.  When  he  did  so,  it  left 
the  flock  at  once,  and  ran  up  to  the  shepherd, 
with  looks  of  pleasure,  and  with  a  ready  obe- 
dience, which  he  had  never  before  seen  in  any 
other  animal. 

4.  The  Bible  says  of  the  good  Shepherd: 
"  The  sheep  hear  his  voice ;  and  he  calleth  his 
own  sheep  by  name,  and  leadeth  them  out. 
And  when  he  putteth  forth  his  own  sheep,  he 
goeth  before  them,  and  the  sheep  follow  him, 
for  they  know  his  voice.  And  a  stranger  will 
they  not  follow,  but  Vill  flee  from  him ;  for 
they  know  not  the  voice  of  a  stranger." 

5.  The  Lord  says:  "I  am  the  good  Shep- 
herd, and  know  my  sheep,  and  am  known  of 
mine." 

6.  The  gentleman,  of  whom  we  were  just 
speaking,  also  asked  the  shepherd  whether  the 
sheep  would  come  when  a  stranger  called  them 
by  name ;  but  he  said  they  would  not,  but 
would  flee  at  the  voice  of  a  stranger. 

7.  He  said  that  many  of  his  sheep  were  still 
wild,  because  they  had  not  yet  learned  their 
names ;  but  that,  when  taught,  each  would  learn 
its  own  name.  Those  which  know  their  own 
names,  he  called  tame  sheep. 


THE     ECHO.  189 


8.  Remember,  dear  children,  that  the  Lord 
is  your  good  Shepherd,  and  knows  all  of  your 
names.  You  hear  his  voice,  and  come  at  his 
call,  when  you  do  good ;  but  you  wander  from 
his  fold,  and  do  not  hear  his  voice,  when  you 
do  what  is  wrong. 

9.  All  of  you  have  been  taught  what  it  is  to 
do  right,  and  all  of  you  know  what  it  is  to  do 
wrong.  We  hope  that  none  of  you  are  wild 
sheep,  but  that  all  know  the  voice  of  your  good 
Shepherd,  and  will  come  when  he  calls  you. 


LESSON   I XI; 

shout'  ing       ech  o         sub  stance     ex  plained 
frigrht  ened     pow  ers    pro  duced'     a  gainst  (a  genst') 

THE    ECHO. 

A   BOY,  who  had  taken  great  pains  to  learn 
to  bark  like  a  dog,  when  walking  through 
a  wood,  thought  this  would  be  a  fine  place  to 
bark.     So  he  said,  "Bow!  wow!  wow!" 

2.  As  soon  as  he  had  made  this  noise,  a  voice 
in  the  wood  said,  uBow!  wow!  wow!" 

3.  "  Doggy !  doggy !"  said  he,  and  there  was 
a  quick  reply  of  "  Doggy !  doggy !" 

4.  uWho  are  you?"  called  the  boy. 


190  NATIONAL     SECOND     READER. 

5.  uWho  are  you?"  said  the  voice  in  the 
wood. 

6.  "  Why,  Edward  Blair !"  answered  the  boy. 

7.  "Why,  Edward  Blair!"  said  the  voice  in 
the  wood. 

8.  "  Why  do  you  m6ck  me?"  said  Edward. 

9.  "  Why  do  you  mock  me  ?"  said  the  voice 
in  the  wood. 

10.  "What  a  fool  you  are!"  said  the  angry 
boy ;  and  the  quick  reply  of  the  voice  in  the 
wood  was,  "  What  a  fool  you  are !" 

11.  "  If  I  can  find  you,  I  will  whip  you !"  said 
Edward.  As  soon  as  he  had  said  this,  the  voice 
in  the  wood  shouted,  "  If  I  can  find  you,  I  will 
whip  you!" 

12.  This  so  frightened  him,  that  he  ran  home, 
in  great  haste,  and  told  his  father  there  was  a 
bad  boy  in  the  woods,  shouting  and  calling  him 
names. 

13.  "Would  you  like  to  know  the  name  of 
the  bad  boy  in  the  woods  ?"  said  his  father. 

14.  "  Oh  yes,  father ;  and  why  could  I  not 
find  him?" 

15.  "Edward,  the  name  of  this  boy,  as  you 
call  him,  is  Echo.  The  reason  why  you  can  not 
find  him  is,  that  an  echo  is  only  a  sound.  You 
can  not  see  a  sound,  can  you  ?" 


THE     ECHO.  191 


16.  "No,  father;  but  where  did  the  sound 
come  from  ?" 

17.  "  First,  Edward,  if  you  should  throw  a 
stone  into  a  pond,  you  may  tell  me  what  effect 
it  would  have  upon  the  water." 

18.  "It  would  set  the  water  in  motion." 

19.  "  Well,  my  son,  if  the  water  strike  against 
a  rock,  when  it  is  in  motion,  what  effect  would 
the  rock  have  upon  the  water  ?" 

20.  "The  rock  would  send  the  water  back 
again,"  said  Edward. 

21.  "Just  so,"  said  his  father,  "is  an  echo 
produced.  When  you  speak  or  shout,  the  sound 
of  your  voice  sets  the  air  in  motion,  and  when 
the  motion  of  the  air  strikes  against  a  tree,  or 
some  other  hard  substance,  the  sound  is  sent 
back,  so  that  you  hear  your  own  words." 

22.  After  his  father  had  thus  explained  to 
this  little  boy  what  the  echo  is,  he  made  a  friend 
of  it,  and  used  often  to  amuse  himself  and  his 
friends  with  its  powers. 


LESSON  LXII. 

mod'  est  man  tel  vi'  o  let  Pr6v  i  dence 

sul  try  moss  y  hap  pi  er        un  no7  ticed 

sat  ins  spark  les        di  a  dem         con  tent  ment 


192  NATIONAL     SECOND     READER. 

THE    YIOLET. 
A    FABLE. 

1.  TvOWN  in  a  humble  dell 

A  modest  violet  chanced  to  dwell, 
Remote1  from  gayer  flowers : 

Its  days  were  passed  in  simple  ease ; 

It  sipped  the  dew  and  kissed  the  breeze, 
Nor  thought  of  happier  hours. 

2.  Long  lived  it  in  this  quiet  way, 
Till,  on  a  hot  and  sultry2  day, 

About  the  midst  of  June, 
It  chanced  to  spy  a  lady  fair, 
All  dressed  in  satins  rich  and  rare, 

Come  walking  by,  at  noon. 

3.  And  thus  the  silly  flower  began : 

"  I  much  should  like  to  live  with  man, 

And  other  flowers  to  see : 
Why  is  it,  for  I  can  not  tell, 
That  I  forever  here  should  dwell, 

Where  there  is  none  but  me  ?" 

4.  While  thus  it  spoke,  the  lady  stopped 
To  pick  up  something  she  had  dropped, 

And  there  the  flower  she  spied ; 

1  Remote',  far  from  ;  distant. 2  Bui'  try,  very  hot  and  close. 


THE     VIOLET.  193 


And  soon  she  plucked  it  from  its  bed, 
Just  shook  the  dew-drop  from  its  head, 
And  placed  it  at  her  side. 

5.  Soon  at  the  lady's  splendid  home 
The  violet  found  that  she  was  come, 

For  all  was  bright  and  gay ; 
And  then  upon  the  mantel-shelf, 
With  many  a  flower  beside  herself, 

Was  placed,  without  delay. 

6.  And  oh,  how  glad  and  proud  was  she 
In  such  a  splendid  place  to  be ! 

But  short  was  her  delight ; 
For  rose  and  lily  turned  away, 
And  would  not  deign  a  word  to  say 

To  such  a  country  wight.1 

7.  She  passed  the  day  in  much  disgrace, 
And  wished  that  she  might  change  her  place, 

And  be  at  home  again . 
She  sighed  for  her  own  mossy  bed, 
Where  she  might  rest  her  aching  head ; 

But  now  to  wish  were  vain. 

8.  Next  morn,  the  housemaid,  passing  by, 
Just  chanced  the  little  flower  to  spy, 

And  then,  without  delay, 

1  Wight,  a  person  ;  here  means  the  violet. 
_  . 


194    NATIONAL  SECOND  READER. 

She  rudely  seized  its  tender  stalk, 
And  threw  it  in  the  gravel  walk, 
And  left  it  to  decay. 

9.  And  thus  it  mourned .   "  0  silly  flower, 
To  wish  to  leave  my  native  bower ! 

Was  it  for  this  I  sighed  ? 
Oh,  had  I  more  contented  been, 
And  lived  unnoticed  and  unseen, 

I  might  not  thus  have  died  I" 

10.  Nor  let  this  lesson  be  forgot : 
Remain  contented  with  the  lot 

That  Providence  decrees. 
Contentment  is  a  richer  gem 
Than  sparkles  in  a  diadem,1 

And  gives  us  greater  ease. 


LESSOJf  LXIII. 

deaf  smell  ing  pro  nounce'  ac;  ci  dent 

per' son  tasting  disease  perfectly 

sens  es  nei  ther  per  ceive  in  stru  ment 

hear  ing  scar  let  de  fects  col  or  (kul'  er) 

see  ing  trump  et  ex  plain  un  for'  tu  nate 

feeling  fragrance  deprived  impossible 

1  D/  a  dem,  the  crown,  or  head-dress,  worn  by  kings. 


THE     FIVE     SENSES.  195 

THE    FIVE     SENSES. 

A  LL  persons,  who  are  not  deprived  by  nature 
■      or  by  accident  of  something  which  belongs 

to  them  by  the  gift  of  God,  their  Creator,  have 

five  senses. 

2.  The  names  of  these  ^.ve  senses  are  hear- 
ing, seeing,  feeling,  smelling,  and  tasting.  Be- 
sides these  senses,  they  have  a  gift  called  the 
power  of  speech. 

3.  Infants  can  hear,  see,  feel,  smell,  and 
taste  ;  but  they  can  not  speak  at  first.  By  de- 
grees, they  learn  to  speak,  and  they  speak  the 
sooner,  if  they  have  a  little  brother  or  sister, 
who  tries  to  teach  them  to  pronounce  little 
words,  such  as  they  can  understand. 

4.  Some  persons  are  born  without  some  of 
the  senses.  The  blind  are  those  who  cannot 
see.  Sometimes  persons  are  born  blind,  and 
sometimes  they  lose  their  sight  by  disease,  or 
by  some  unfortunate  accident. 

5.  Some  persons  are  deprived  of  speech,  that 
is,  they  can  not  speak  a  word.  Such  persons 
are  often  born  without  the  power  of  speech. 
Some  persons  are  also  born  deaf,  that  is,  they 
can  not  hear,  and  sometimes  they  become  deaf 
by  disease  or  by  accident. 


196  NATIONAL     SECOND     READER 

6.  Some  persons  also  are  born  without  the 
sense  of  smell.  Such  persons  can  not  perceive 
the  fragrance  of  sweet  flowers,  or  any  other 
pleasant  odor.  And  some  persons  are  born 
with  some  defects,  by  which  they  can  neither 
hear,  see,  smell,  taste,  nor  feel,  so  quickly  or  so 
perfectly  as  others. 

7.  When  a  person  is  born  blind,  he  can  have 
no  idea  of  colors.  He  can  not  tell  white  from 
black,  nor  red  from  green,  nor  any  other  color. 

8.  A  person  once  tried  to  explain  to  a  man, 
who  was  born  blind,  what  the  color  of  scarlet 
was  like.     Scarlet  is  a  bright,  red  color. 

9.  After  the  blind  man  had  heard  his  friend 
explain1  for  a  long  time  what  scarlet  is  like,  he 
at  last  clapped  his  hands  with  joy,  and  said, 
"  Oh,  I  know  now  what  scarlet  is.  It  is  like 
the  sound  of  a  trumpet." 

10.  I  suppose  you  know  that  there  is  nothing 
in  the  sound  of  a  trumpet,  or  of  any  other  in- 
strument, at  all  like  scarlet,  or  any  other  color. 

11.  But  this  story  shows  that  when  a  person 
is  born  without  any  one  of  the  senses,  it  is  im- 
possible to  explain  to  such  a  person  any  thing 
which  belongs  to  that  sense. 

1  Ex  plain',  to  tell  the  meaning  ;  to  make  clear. 


THE     FIVE     SENSES.  191 


LESSON  LXIV. 

an'vil  practice      syllable      distinct'  ly 

Mm  mer      ha1  si  ly        lac  ill  ty       mil  si  cian  (zish'  an) 

THE  FIVE  SENSES CONCLUDED. 

HpHE  .five  senses,  seeing,  hearing,  smelling, 
tasting,  and  touching,  may  all  be  improved 
by  education.1  That  is,  persons  may  be  taught 
to  see  better,  hear  better,  and  do  every  thing 
better,  which  they  do  often,  or  practice  fre- 
quently. 

2.  Every  faculty2  can  be  improved  by  prac- 
tice. Some  persons  can  perceive  many  things 
with  their  eyes  closed,  which  others  can  not 
perceive  with  their  eyes  open. 

3.  I  have  known  some  persons,  who  could 
tell,  by  feeling  alone,  one  piece  of  money  from 
another,  without  looking  at  it.  They  could 
tell  whether  it  was  good  money,  or  bad  : 
whether  it  was  silver,  or  gold,  or  copper. 

4.  Some  persons  learn  to  see  a  great  way 
off.  Sailors,  who  watch  on  the  ocean,  can  see 
ships  and  boats,  at  a  great  distance,  distinctly, 
which  other  people  could  not  see  at  all. 

1  Eduoa/tion,  teaching,  bringing  out  the  powers  of  the  mind 
or  of  the  body. 2  Fac'ulty,  the  power  of  doing  any  thing. 


198    NATIONAL  SECOND  READER. 

5.  Musicians  notice  a  difference  in  sounds, 
■which  other  persons  suppose  are  exactly  alike. 
And  every  person,  who  practices  the  use  of  any 
one  sense,  always  improves  that  sense,  so  that 
it  becomes  more  perfect. 

6.  So  also  in  talking.  Persons  who  are  care- 
ful to  speak  plainly,  and  to  pronounce  every 
syllable  of  a  word  distinctly,  learn  by  degrees 
to  speak  so  clearly,  that  everybody  knows  what 
they  say,  even  if  they  do  not  speak  loud. 

7.  They  can  be  heard  distinctly  in  a  large 
room,  when  others,  who  speak  much  louder, 
can  not  be  understood  at  all. 

8.  Every  thing,  that  we  do  6ften,  we  do  ea- 
sily. A  child,  who  walks  a  great  distance 
every  day,  will  soon  be  able  to  walk  a  long 
time  without  fatigue. 

9.  A  blacksmith  has  to  lift  a  very  heavy 
hammer,  and  to  strike  a  very  hard  blow  with  it 
on  the  anvil.  But  after  he  is  used  to  it,  it  be- 
comes as  easy  to  him  as  the  lifting  of  a  light 
hammer  is  to  another  man. 

10.  Now,  if  little  boys  and  girls  will  remem- 
ber what  I  have  told  them,  they  may  know  that 
every  lesson  which  they  learn  makes  the  next 
one  easier. 

11.  Although  they  may  not  like  to  learn  les- 


SUBTONICS    AND     ATONICS.  199 

sons  at  first,  if  they  study  them  well,  they  will 
become  easier  and  easier  every  day,  until  at 
last  they  are  learned  so  easily,  that  they  become 
a  pleasure,  rather  than  an  unpleasant  task. 


EXEKCISE  IN  ARTICULATION. 

SUB-TONIC 

AND    A-TONIC    COMBINATIONS. 

cl,  as 

in  claim, 

clasn, 

class, 

clear, 

clean  ; 

\     climb, 

cling, 

clink, 

close, 

cloak. 

A 

'    flake, 

flame, 

/ag, 

^ash, 

flax; 

''    fleece, 

fleet, 

flem, 

/ow, 

j^oor. 

pi, 

'     place, 

plain, 

plate, 

plead, 

please ; 

1     pledge, 

plight, 

plnck, 

plum, 

plunge. 

si, 

1     slack, 

slate, 

slave, 

slaj, 

sled; 

'     sleek, 

I 

sleep, 

slice, 

slide, 

v. 

sloon. 

/" 

,ESS0N  LX 

meac 

'  ow        ab 

sence 

mix  tiire 

5              tOi 

^efh'  er 

bloss 

om          brill  iant 

paint  ing         sej 

>'arately 

COLORS. 

TT7HAT  makes  the  woods  and  the  green 
meadows,  and  the  sweet-smelling  flowers, 
so  beautiful  ?  It  is  the  bright  colors,  which 
are  mixed  together  in  them,  that  make  them 
so  pleasing  to  the  eye. 


200  NATIONAL     SECOND     READER. 

2.  One  is  never  tired  of  looking  at  the  green 
grass  in  the  meadows,  the  white  and  red  blos- 
soms in  the  trees,  and  the  beautiful  blue  sky 
above  our  heads. 

3.  Why  do  we  not  see  them  in  the  dark 
night  ?  The  grass  is  on  the  meadows,  the 
blossoms  are  on  the  trees,  and  the  sky  is  still 
above  our  heads  in  the  night  time ;  but  we 
can  not  see  the  bright  green  on  the  grass,  nor 
the  red  and  white  blossoms  on  the  trees,  nor 
the  soft  blue  in  the  sky. 

4.  Where  are  the  colors  in  the  night  time  ? 
They  have  gone  away,  but  they  will  return 
again  with  the  cheerful  light  of  day.  In  the 
night  time,  when  there  is  no  light,  every  thing 
looks  black. 

5.  The  colors  come  with  the  light,  and  when 
the  light  goes  away  the  gloomy  black  returns. 
Black,  then,  is  no  color,  but  only  the  absence 
of  light  and  color. 

6.  Did  you  ever  see  a  beautiful  rainbow  ? 
There  all  kinds  of  bright  colors  are  seen. 
There  you  may  see  the  red,  6range,  yellow, 
green,  blue,  indigo,  and  violet,  all  separately, 
and  all  mixed  up  together. 

7.  The  ends  of  this  brilliant  bow  seem  to 
rest  on  the  earth,  while  it  extends  up  to  the 


COLORS.  201 


very  top  of  the  sky.  In  it,  as  I  have  said,  you 
see  seven  colors ;  red,  orange,  yellow,  blue,  in- 
digo, green,  and  violet.  But  after  all,  there 
are  but  three  colors  in  the  bow,  and  these  are 
red,  blue,  and  yellow. 

8.  The  other  colors  are  only  a  mixture, 
formed  from  these.  When  the  blue  and  yel- 
low are  mixed  together,  they  make  a  green. 
When  the  blue  and  the  red  are  mixed,  they 
produce  a  violet,  or  purple. 

9.  The  beautiful  colors  in  the  fields,  the  trees, 
in  pictures  and  paintings,  and  on  the  feathers 
of  birds,  the  leaves  of  flowers,  and  every  object 
that  you  see,  all  are  produced  by  mixing  to- 
gether the  simple  colors,  blue,  yellow,  and  red. 
The  blue  you  see  in  the  sky,  the  red  in  the 
rose,  and  the  yellow  on  the  butter-cup  and  the 
bright  sun-flower. 

10.  But  the  poor  blind  boy  is  deprived  of  all 
these  beautiful  sights.  For  him,  there  is  no 
beautiful  sunrise;  no  purple  and  golden  sun- 
set ;  no  silver  moon ;  no  green  fields  nor  trees ; 
not  a  bright  flower  or  bird.  They  are  all  lost 
to  him,  for  he  can  not  see  them.  How  thank- 
ful ought  you  to  be  to  your  heavenly  Father, 
who  has  opened  your  eyes  to  all  these  beau- 
tiful sights 


202  NATIONAL     SECOND     READER. 


LESSON  LXVI. 


THE     BLIND     ASYLUM. 

TN  South  Boston,  there  is  a  very  large  house, 
T  with  very  many  rooms  in  it,  where  blind 
children  are  received,  to  be  taught  to  read, 
write,  and  spell. 

2.  It  may  seem  strange  to  you,  that  blind 
children  can  be  taught  to  read,  when  they  can 
not  see  a  letter.     They  can  not  read  such  books 


THE     BLIND     ASYLUM.  203 


as  you  read,  which  are  printed  with  black  and 
red  letters,  for  they  can  see  no  colors. 

3.  But  there  are  books  made  on  purpose  for 
the  blind,  and  they  can  read  them,  by  feeling 
the  letters  with  their  fingers.  The  letters  are 
not  black,  nor  red,  but  are  of  the  same  color 
with  the  leaf  on  which  they  are  made. 

4.  The  letters  are  raised  on  the  page,  and 
stand  up,  something  like  buttons  on  your  dress. 
If  you  shut  your  eyes,  and  pass  your  fingers  up 
and  down  your  dress,  you  can  feel  the  buttons ; 
and  if  one  button  is  larger,  or  smaller  than 
another,  you  can  tell,  by  feeling,  which  is  the 
larger  and  which  is  the  smaller,  without  open- 
ing your  eyes. 

5.  Sometimes,  too,  there  are  figures  on  some 
of  your  buttons,  and  others  are  plain.  With 
your  eyes  shut,  you  can  tell,  by  the  feeling, 
which  is  a  figured  button,  and  which  is  a  plain 
one.  In  this  manner,  the  blind  are  taught  to 
read,  by  feeling  the  letters.  By  long  practice, 
they  learn  to  read,  with  their  fingers,  almost  as 
fast  as  other  people  can  with  their  eyes. 

6.  I  know  a  blind  man,  who  when  he  hears 
of  any  thing  that  is  very  handsome,  or  pretty, 
asks  to  see  it.  He  can  not  see  it,  but  when  it  is 
put  into  his  hands,  he  feels  all  over  it,  and  very 


204     NATIONAL  SECOND  READER. 

quickly  finds  out  as  much  about  it  as  most  peo- 
ple can,  who  see  it  with  their  eyes. 

7.  The  large  house,  where  the  blind  children 
are  taught,  is  called  the  Asy'lum  for  the  Blind. 
The  blind  children  are  there  taught  how  to 
read,  write,  and  spell ;  and  some  of  them  also 
are  taught  most  other  things  that  children  learn 
who  are  not  blind. 

8.  Some  of  the  blind  children  are  taught  to 
sing,  and  to  play  on  the  piano-forte,  on  the 
harp,  on  the  flute,  on  the  guitar,  or  violin,  or 
some  other  musical  instrument.  Some  learn 
to  make  almost  every  thing  that  others  can 
make,  who  are  not  deprived  of  their  sight. 

9.  Some  of  the  children  have  to  put  away  the 
clothes  of  the  other  children,  after  they  have 
been  washed.  Although  they  can  not  see,  they 
never  make  a  mistake  in  putting  each  one's 
clothes  into  the  drawers  where  they  belong. 

10.  Now  these  blind  children  are  very  happy 
at  the  asylum,  because  they  always  have  some- 
thing to  do,  which  they  know  how  to  do. 
Other  blind  children,  who  have  never  been 
taught  to  be  useful,  are  not  as  happy  as  those 
at  the  asylum,  who  always  have  some  one 
about  them  to  amuse  them,  and  to  teach  them 
what  to  do,  and  how  to  do  it. 


LAURA     BRIDGMAN.  205 


LESSON  LXYII. 

Brklg'man  in'dustry  noth  ing  (nutli'  ing) 

described'  understood'         creature  (kret'yer) 

LAURA     BRIDGMAN. 

A  MONG  the  children  who  were  sent  to  the 
blind  asylum,  that  was  described  in  the  last 
lesson,   was    one   very  unfortunate   little   girl, 
whose  name  is  Laura  Bridgman. 

2.  This  little  girl  was  sent  there  when  she 
was  very  young,  and  she  was  the  most  unfortu- 
nate little  child  that  I  ever  heard  of. 

3.  She  was  not  only  blind,  but  she  was  also 
deaf  and  dumb.  Deaf  persons  are  those  who 
can  not  hear,  and  dumb  persons  are  those  who 
can  not  speak. 

4  Some  persons  are  only  slightly  deaf,  and 
can  hear  when  loud  noises  are  made  ;  and  some 
can  hear  only  when  the  noises  are  very  loud. 
But  poor  little  Laura  could  not  hear  a  sound, 
whether  loud  or  not. 

5.  She  could  see  nothing.  She  could  hear 
nothing.  She  could  not  speak  a  word.  Now 
what  could  this  poor  little  unfortunate  creature 
do  ?  She  could  feel,  she  could  smell,  and  she 
could  taste,  and  that  was  all  that  she  could  do, 


206     NATIONAL  SECOND  READER. 


until  she  came  to  the  blind  asylum.     There  she 
was  taught  to  read,  to  write  and  to  spell. 

6.  Does  it  not  seem  strange  to  you  that  she 
could  read,  though  she  could  not  see  a  letter, 
hear  a  sound,  nor  speak  a  word  ?  She  does 
not  speak  when  she  reads,  but  she  spells  with 
her  fingers,  and  she  can  tell  with  her  fingers 
what  she  reads. 

7.  When  she  reads,  she  takes  hold  of  some 
one's  hand,  and  makes  motions  with  her  fin- 
gers, which  are  understood  by  the  person 
whose  hand  she  holds.  She  reads  the  same 
kind  of  books  that  other  blind  persons  read, 
with  raised  letters. 

8.  But  she  has  now  learned  to  read  and 
write  herself,  and  has  grown  up  to  be  quite  an 
intelligent  woman ;  -  although,  when  she  first 
went  to  the  blind  asy'lum,  she  knew  but  little 
more  than  a  young  kitten,  or  little  puppy. 

9.  Now  if  a  little  girl,  who  was  deaf,  dumb, 
and  blind,  has  learned  so  much  by  attention 
and  in'dustry,  how  much  ought  other  children 
to  do,  who  can  see,  hear,  and  speak ! 

10.  You  can  not  be  too  thankful  to  your 
good  and  great  Creator,  who  has  given  you 
the  use  of  all  your  senses,  seeing,  hearing,  feel- 
ing, smelling,  and  tasting. 


SUBTONICS     AND     ATONICS. 


207 


11.  Think,  for  a  moment,  of  how  much  poor 
Laura  is  deprived.  She  can  not  hear  sweet 
music.  She  can  not  talk  in  words  to  her 
friends.  She  can  not  see  beautiful  pictures, 
nor  enjoy  the  pleasant  sight  of  the  country, 
and  the  green  grass,  and  trees,  and  flowers,  as 
you  can.  But  she  can  smell  the  sweet  flowers, 
and  enjoy  the  sweet  breeze  of  summer,  and 
thank  her  friends  and  her  God  for  what  she 
has  learnt. 


EXERCISE  IN  ARTICULATION. 
SUB-TONIC   AND   A-TONIC    COMBINATIONS, 

cr,  as  in  crape,  crave         craze,  crank, 

"  creak,  cream,  creek,  creep, 

fr,    "  frail,  frame,  freak,  free, 

"  friend,  frost,  froth,  f*own, 

pr,    "  pride,  prize,  print,  prince, 

"  prank,  prompt,  prone,  proof, 

tr,     "  trace,  train,         trail,  trade, 

"  treat,  tread,  trice,  trick, 


crash ; 
(,roo\. 
freeze  ; 
yWiit. 
praise  ; 
proud, 
tramp ; 
■trill. 


LESSON  LXYIII. 


Oakes 
Tombs 


Mm  nie 
fight  ers 


mis  chi^f 
mal  ice 


bon  net 
ma  li'  cious 


208     NATIONAL  SECOND  READER. 


MISCHIEF. 

IV/TR.  EDWARD  read  in  his  paper,  one  even- 
ing,  the  story  of  a  very  bad  man  whose 
name  was  Oakes. 

2.  This  bad  man  stole  a  trnnk,  that  had  a 
great  deal  of  money  in  it ;  but  he  was  soon 
found  out  in  his  theft.  The  money  was  sent  to 
the  bank,  and  Oakes  went  to  the  Tombs. 

3.  "  Do  you  mean,  by  that,  that  they  hung 
him  ?"  said  his  little  daughter  Minnie. 

4.  uOh  no!"  replied  Mr.  Edward.  uThe 
'  Tombs'  is  a  great  stone  prison  in  New  York, 
where  they  shut  up  fighters  and  thieves.  It  is 
such  a  gloomy -looking  place,  that  they  call  it 
the  'Tombs.'" 

5.  "  Well,"  said  Minnie,  drawing  a  long 
breath,  UI  think  he  ought  to  be  sent  to  prison 
for  stealing  the  trunk.  I  dare  say  it  was  the 
worst  kind  of  mischief  he  could  do." 

6.  UI  am  not  so  sure  of  that,"  said  Mr.  Ed- 
ward. "  He  did  not  wish  to  do  the  man,  who 
owned  the  trunk,  any  harm.  There  was  no 
malice  in  his  mind  against  anybody.  He  want- 
ed some  money  for  himself,  and  if  he  could 
have  got  it  without  taking  it  from  anybody 
else,  I  suppose  he  would  have  done  so." 


MISCHIEF.  209 


7.  "But,  Minnie,  when  John  Rough  met  you 
coming  home  from  school  last  winter,  and 
seized  your  bonnet  and  shawl  and  ran  6ff  with 
them,  that  was  malicious  mischief.  He  did  not 
want  the  bonnet  and  shawl ;  but  he  wished  you 
evil,  and  he  did  this  trick  on  purpose  to  injure 
you. 

8.  "  Now,  when  mischief  is  done  on  purpose 
to  injure  others,  it  is  called  malicious  mischief; 
and  it  is  much  worse  than  that  which  is  done 
for  the  sake  of  getting  something  that  is  need- 
ed for  one's  self." 

9.  "I  think  so,  too,"  said  Minnie. 


LESSON  LXIX. 

Frank'  lin        kneeling        workmen         Ben'jamin 
building         ankles  carried  Injuring 

MISCHIEF CONCLUDED. 

"T3ENJAMIN    FRANKLIN   did  some   mis- 
chief  once,"  said  Mr.  Edward,  "when  he 
was  a  boy,  but  it  was  not  malicious  mischief. 

2.  "When  Franklin  lived  in  B6ston,  there 
was  a  pond  on  one  side  of  the  town,  at  a  place 
which  has  long  since  been  filled  up,  and  which 
is  now  covered  with  streets  and  houses. 


14 


210 


NATIONAL     SECOND     READER. 


3.  "  The  boys  used  to  go  to  this  pond  to  fish. 
The  shores  of  the  pond  were  quite  low,  and  at 
the  place  where  the  boys  used  to  stand,  it  be- 
came very  wet  and  muddy.  To  keep  out  of 
the  mud  and  water,  the  boys  built  a  pier,  or 
wharf,  to  stand  upon." 

4.  Here  is  a  picture  of  Franklin  and  the 
other  boys,  building  the  pier,  or  little  wharf. 


The  boy  you  see  kneeling  on  the  pier  is  Frank- 
lin himself.  He  has  charge  of  the  work.  The 
other  boys  are  bringing  stones. 

5.  There  are  four  boys  helping  him.  They 
have  their  clothes  turned  up  to  keep  them  from 
getting  wet,  for,  in  bringing  the  stones,  they 


MISCHIEF.  211 


have  to  wade  in  the  water.  One  of  the  boys 
is  above  his  ankles  in  the  water,  and  is  bring- 
ing a  stone  as  large  as  he  can  lift. 

6.  There  is  one  stone,  that  they  are  bring- 
ing, which  is  too  large  for  one  boy  to  lift,  and 
two  have  taken  it  between  them.  There  is  a 
boy  with  a  strange  cap  upon  his  head,  who  is 
calling  to  the  two  boys  who  have  the  big  stone 
in  their  hands,  to  bring  it  round  to  his  side  of 
the  pier. 

7.  UI  don't  see  what  harm  there  was,  in 
making  a  pier  like  that,"  said  Minnie. 

8.  "  The  harm  was  in  the  manner  in  which 
they  got  the  stones,"  said  her  father.  "  There 
were  no  stones  to  be  found  about  the  ground, 
where  the  pier  was  to  be  built,  and  the  boys 
went  a  little  way  off  where  some  had  been  left, 
to  build  a  house  with  ;  and,  when  the  work- 
men had  gone  to  dinner,  they  took  these  stones 
and  carried  them  down  to  their  pier." 

9.  "Yes,"  said  Minnie,  "that  was  mischief." 

10.  "  Yes,  it  was  mischief,"  said  Mr.  Edward, 
"but  it  was  not  malicious  mischief.  The  boys 
did  not  wish  to  do  the  workmen  any  harm. 
All  they  wished  was  to  get  a  pier  for  them- 
selves. 

11,  "Now,  if  those  boys  had  not  wished  to 


212     NATIONAL  SECOND  READER. 

build  a  pier,  but  had  taken  the  stones  and 
thrown  them  into  the  pond,  for  the  sake  of  in- 
juring the  workmen,  that  would  have  been  ma- 
licious mischief,  and  would  have  been  worse 
than  taking  the  stones  for  a  useful  purpose." 


LESSON  LXX. 

eight' j       serene'  earnestly     commanded 

good  ness    se'  ri  ous  rev  er  ence    mis'  er  a  hie 

sickness     countenance   devo'tions    imme'diatelj 

KING     EDWARD     AND     HIS     BIBLE. 

T  WILL  tell  you  a  little  story  about  a  young 
and  good  king.  He  was  king  of  England 
more  than  two  hundred  and  eighty  years  ago. 
His  name  was  Edward,  and,  because  there  had 
been  five  kings  before  him  of  the  name  of  Ed- 
ward, he  was  called  Edward  the  Sixth. 

2.  He  was  only  nine  years  old  when  he  be- 
gan to  reign.  He  was  early  taught  to  be 
good,  by  pious  teachers,  and  he  loved  to  do 
what  they  told  him  would  please  God.  He 
had  a  great  reverence1  for  the  Bible,  which  he 
knew  contained  the  words  of  his  Father  in 
heaven.   . 

1  Rev' er  ence,  love  mingled  with  fear  and  respect. 


KING    EDWARD    AND    HIS    BIBLE. 


213 


3.  Once,  when  quite  young,  he  was  playing 
with  some  children  about  his  own  age.  Wish- 
ing much  to  reach  something  which  was  above 
his  head,  they  laid  a  large  thick  book  in  a  chair, 
for  him  to  step  on.  Just  as  he  was  putting  his 
foot  upon  it,  he  discovered  it  to  be  the  Bible. 


4.  Drawing  back,  he  took  it  in  his  arms,  kissed 
it,  and  returned  it  to  its  place.  Turning  to  his 
little  playmates,  he  said,  with  a  serious  face, 
"  Shall  I  dare  to  tread  under  my  feet  that  which 
God  has  commanded  me  to  keep  in  my  heart  ?" 

5.  This  pious  king  never  forgot  his  prayers. 
Though  the  people  with  whom  he  lived  were 
ever  anxious  to  amuse  him,  and  show  him  some 
new  thing,  they  never  could  induce  him  to 
omit  his  daily  devotions. 


214  NATIONAL     SECOND     READER. 

6.  One  day  he  heard  that  one  of  his  teachers 
was  sick.  Immediately,  he  retired  to  pray  for 
him.  Coming  from  his  prayers,  he  said,  with 
a  cheerful  countenance,  "  I  think  there  is  hope 
that  he  will  recover.  I  have  this  morning 
earnestly  begged  of  God  to  spare  him  to  us." 

7.  God  did  spare  the  teacher's  life.  After 
he  became  well,  he  was  told  of  this ;  and  he 
very  much  loved  the  young  king,  for  remem- 
bering him  in  his  prayers. 

8.  Edward  the  Sixth  died  when  he  was  six- 
teen years  old.  He  was  beloved  by  all,  for  his 
goodness  and  piety.  His  mind  was  calm  and 
serene  in  his  sickness. 

9.  If  you  are  not  tired  of  my  story,  I  will  tell 
you  part  of  a  prayer  which  he  used  often  to 
say,  when  on  his  dying  bed. 

10.  "My  Lord  God,  if  thou  wilt  deliver  me 
from  this  miserable  life,  take  me  among  thy 
chosen.  Yet  not  my  will,  but  thy  will,  be 
done.  Lord,  I  commit  my  spirit  unto  thee. 
Thou  knowest  how  happy  it  were  for  me  to  be 
with  thee.  Yet,  if  thou  shouldst  send  me  life 
and  health,  grant  that  I  may  truly  serve  thee." 

11.  Children,  you  should  do  like  King  Ed- 
ward, reverence  your  Bible,  and  love  to  pray 
to  God. 


THE    CHILD    AND    THE    SKEPTIC.         215 


LESSON  LXXI. 

cot'  tage   l!v6  long       re  freshed'    ac  knowl'  edged 
maiden    whispered   traveler      draught  (draft) 
skeptic    worshiped   exam'ined  pre  cious  (presh' us) 

THE    CHILD    AND    THE    SKEPTIC. 

1.     A    LITTLE  girl  was  sitting  beside  a  cot- 

•^       tage-door, 

And  with  the  Bible  on  her  knee,  she  conned 
its  pages  o'er, 

When  by  there  passed  a  traveler,  that  sul- 
try summer-day, 

And  begged  some  water,  and  a  seat,  to 
cheer  him  on  his  way. 


216  NATIONAL     SECOND     READER. 

2.  "  Come  in,  sir,  pray,  and  rest  awhile,"  the 

little  maiden  cried ; 

"To  house  a  weary  traveler  is  mother's  joy 
and  pride." 

And  while  he  drank  the  welcome  draught, 
and  chatted  merrily, 

She  sought  again  the  cottage-door,  the  Bi- 
ble on  her  knee. 

3.  At  length  refreshed,  the  traveler,  a  skeptic 

he,  uprose  : 
"  What,  reading  still  the  Bible,  child  ?  your 

lesson,  I  suppose." 
uNo  lesson,  sir,"  the  girl  replied,  "I  have 

no  task  to  learn  ; 
But  often  to  these   stories   here  with  joy 

and  love  I  turn." 

4.  "  And  wherefore  do  you  love  that  book,  my 

little  maid,  I  pray, 

And  turn  its  pages  o'er  and  o'er  the  live- 
long summer-day  ?" 

" Why  love  the  Bible,  did  you  ask? — how 
angry,  sir,  you  look  ! 

I  thought  that  everybody  loved  this  holy, 
precious  book." 

5.  The   skeptic   smiled,   made   no   reply,   and 

pondering,  traveled  on, 


SUBTONICS    AND     ATONICS.  217 

But  in  his  mind  her  answer  still  rose  ever 
and  anon : 

"I  thought  all  loved  the  holy  book" — it 
was  a  strange  reply  ; 

"  Why  do  not  I  then  love  it  too  ?"  he  whis- 
pered with  a  sigh. 

6.  He  mused,1  resolved,  examined,  prayed  ;  he 
looked  within,  above  ; 

He  read,  acknowledged  it,  the  truth,  and 
worshiped  Him,  the  love. 

A  nobler  life  from  that  same  hour  the  skep- 
tic proud  began, 

And  lived  and  labored  many  a  year  a  Bible- 
loving  man. 


EXEECISE  IN  ARTICULATION". 
SUB-TONIC    AND    A-TONIC    COMBINATIONS. 

sm,  as  in  smack,      smash,   smart,      small,  smell ; 

smile,        smite,     smith,      smoke,  smooth. 

snail,         snake,    snatch,     snarl,  sneak ; 

sneeze,      snow,     snore,       smiff,  snug, 

straight,   strain,    strange,   strand,  strap ; 

stream,     street,    stride,      strife,  struck, 

sway,        swear,    swarm,     sweep,  sweet ; 

swine,       swift,     swing,      switch,  swoon. 

1  Muse,  to  think  or  study  carefully. 


sn, 
sir, 


218    NATIONAL  SECOND  READER. 


LESSON  LXXII. 


WINTER. 

TT  snows.  The  large,  soft  flakes  fall,  one  by 
A  one,  through  the  still  air,1  and  lose  them- 
selves in  the  dry  grass,2  or  melt  in  the  path3 
and  on  the  door-stone.  Soon  the  snow  be- 
comes fine  and  falls  thick  and  fast.4 

2.  Hour  after  hour  passes,5  and  the  grass  in 
the  meadow  is  hid.  The  doorstep  is  covered 
with  a  soft  mat  of  white.     The  brown  roof  of 


»  Air   (&r).- 


-»  Gtvfa 


path 


-«  Fast. 


-»  Pass'es. 


WINTER.  219 


the  barn  is  concealed.  The  dry  and  leafless 
boughs  of  the  garden  trees  bend  under  the 
weight  of  the  winter  snow 

3.  The  horses  are  in  the  warm  stable.  Men 
are  milking  the  cows  under  the  sheds.  The 
sheep  in  the  pasture1  are  moving  towards  the 
barn,  and  the  lambs  gambol2  after  them.  The 
old  house-dog  marches  slowly  through  the 
strange  covering  of  earth.  He  shakes  the 
flakes  of  snow  from  his  16ng  ears,  and  seeks  his 
dry  bed  in  the  kennel.8 

4.  In  a  few  days  the  cold  weather  sets  in. 
The  air  is  keen  and  frosty.  The  white  breath 
of  winter  is  on  the  window-panes.  The  sharp 
north  wind  bites  your  ears,  your  nose,  and  your 
fingers,  and  almost  chills  your  blood.  The  wa- 
ter in  the  brooks  is  frozen  hard,  and  the  ponds 
and  rivers  are  covered  with  thick  ice 

5.  In  pleasant  weather,  you  loved  to  wander 
in  the  fields  and  the  woods,  and  were  tempted 
to  play  the  truant ;  but  now,  you  are  glad  to 
go  to  school.  As  you  hear  the  fierce  winds 
blow,  and,  looking  out  of  the  window,  see  the 
snow  fly,  the  thoughts  of  the  cold  almost  make 

1  Pasture  (past'yer),   land  covered  with  grass  for  cattle. 

*  Gambol,  to  leap  and  skip,  or  frolic. 3  Ken'nel,  a  place  or 

small  house  for  dogs. 


220  NATIONAL     SECOND     READER. 

your  teeth  chatter.     You  lean  cheerfully  over 
your  book  and  learn  your  task. 

6.  When  Saturday  comes,  if  you  have  been 
good  and  learned  your  lessons  well,  your  par- 
ents will  allow  you  to  coast  with  your  play- 
mates. You  draw  your  sleds  up  to  the  top  of 
a  high  hill,  in  the  field,  and  then  start  them,  all 
at  once,  to  see  which  will  go  farthest  and  be 
down  first.  Your  sled  goes  so  fast  over  the 
hard  and  smooth  snow,  that  it  almost  takes 
away  your  breath. 

7.  You  sometimes  go  to  the  river  or  pond 
to  see  the  large  boys  skate.  How  smooth  and 
bright  the  ice  is !  How  fast  they  go  on  their 
skates !  Some  boys  skate  backwards,  some 
slide  a  great  distance  on  one  skate,  and  others 
cut  letters  and  figures  on  the  ice. 

8.  You  and  your  little  sister  ride  to  town  with 
your  par'  ents,  in  the  sleigh.  The  sleigh  slips  so 
smoothly  over  the  snow  that  it  makes  no  noise. 
The  bells  tinkle  merrily,  and  you  are  so  very 
happy,  that  you  don't  once  think  of  the  cold  air. 

9.  On  a  winter's  night,  you  like  to  sit  up 
and  hear  pleasant  stories.  Sometimes  you  read 
a  fine  book,  or  study  the  lessons  your  teacher 
gave  to  you.  Then  you  have  nice  apples  and 
nuts  to  eat.     You  throw  the  shells  of  the  nuts 


THE    CHILDREN    AT    THE    OAK. 


221 


into  the  fire,  and  as  you  sit  watching  the  strange 
shapes  they  make  on  the  bright  coals,  you  fall 
asleep  in  your  chair. 


LESSON  LXXIII 


THE     CHILDREN     AT    THE     OAK. 

1.  "BENEATH  an  old  oak's  leafy  shade, 
In  careless  infant  glee, 
Three  little  children  sat,  and  played, 
Or  chased  about  the  tree. 


222    NATIONAL  SECOND  READER. 

2.  So  light  and  airily1  they  went 

With  each  a  beaming  face, 
The  grass  beneath  their  footsteps  bent, 
Sprang  back  and  took  its  place. 

3.  The  flowers  they'd  plucked  and  carried  there, 

Lay  scattered  all  around, 
And  spread  their  odors  on  the  air, 
While  they  adorned  the  ground. 

4.  As  round  the  tree  they  ran  and  leapt, 

Those  gladsome  little  boys 
Upon  the  last  year's  acorns  stepped, 
And  gathered  them  for  toys. 

5.  When  down  they  sat  to  count  them  o'er, 

Beneath  those  branches  high, 
That  once  the  pretty  playthings  bore, 
An  aged  man  drew  nigh. 

6.  His  hair2  was  white  ;  his  eye  was  dim  ; 

So  slow  his  way  he.  made, 
The  children,  rising,  ran  to  him, 
And  led  him  to  the  shade. 

7.  When,  braced  against  the  firm  old  oak, 

And  leaning  on  his  staff,3 
He  listened,  while  the  prattlers  spoke, 
And  joined  their  childish  laugh.4 

»  Airily    (ar'ily). 2  Hair. 3  Staff. *  Laugh  (laf). 


THE    CHILDREN    AT    THE    OAK.  223 

8.  He  said,  "My  children  dear, 

Take  each  an  acorn  sound, 
And,  though  an  old  man's  word  you  hear, 
Go  hide  it  in  the  ground. 

9.  "  For  every  one  a  future  oak 

Contains  within  its  shell ; 
And  when  the  germ1  its  sheath2  has  broke, 
'Twill  peer8  from  out  the  cell. 

10.  "My  father,  when  a  playful  child 

But  in  his  seventh  year, 
An  acorn  from  the  forest  wild 
Brought  out  and  planted  here. 

11.  "  Thence  rose  the  good  old  tree,  which  thus 

Throws  wide  its  leafy  vail, 
And  stands,  while  overshadowing  us, 
A  witness  to  my  tale. 

12.  "  When,  feeling  life's  swift  years  were  spent, 

He  saw  its  end  appear, 
He  asked4  to  have  his  monument5 
The  oak  he  planted  here. 

13.  "And  now,  beneath  this  grassy  mound 

In  nature's  beauty  dressed, 

»  Germ,  part  of  a  seed  which  first  begins  to  grow. 2  Sheath, 

a  case  or  covering. 3  Peer,  to  peep,  to  look  out  carefully. 

4  Asked  (askt). 5  Mon'ument,  a  thing  by  which  a  person  or 

event  is  remembered. 


224    NATIONAL  SECOND  READER. 

Which  you  have  scattered  flowers  around, 
His  hallowed  ashes  rest." 

14.   The  speaker  ceased ;  when,  quick  and  mute, 
Each  listener  stepped  apart ; 
In  earth  to  lay  the  oaken  fruit, 
As  faith  lay  in  his  heart. 


THE    END. 


C  F 


Standard  School  ;§ook 


51.?   S3  JOHN  S7.  N.Y. 


1.    SPEL'TNC-    READING,  AND   ELOCUTION. 

The  Nationa1  School  Prirr.T  !  Header. 


Th 


a!  1 


I  >f  liner. 
-  S-.-hoo!  - 


•J.\\1\£ 


ENGLISH 

Oram  mar 

vliOgfs. 

et.iai  Philosophy, 
itonc. 

3.    MONTEITH  AND  J*«iIAU 
in  G"o<rrfr>!<y. 
'itcit''"8  i;  tr<>di:'-'-ion  to  the  Manual. 

DAVIP.S 


ViMk:  £._ETORIJ.   &c. 

m's  for  >hc  T< 

■ 
V  Milii»n  -  l';'i 

Poll.  k>  Course  nfT 

--•asons. 
Boyd's  Yin  ng's  Sight  Thoua 

•S  SERIES  OF  GEOGRAPHIES 

Moateim's  Mania!  i>f  Geogra] 
MtNaily's  Complete  School 

lERIES  OF  ARITH,i^TiC3  AND  HIGHER  MATHEMATICS 

r  Arithmetic  ]    _>'»'  iea'    '   union's  Algebra. 

"l>  vies'  jL*ge»dreTs  Geometry. 
^/iivies'  Kir/iJe/it.a  of  Sarve 

■ 
i)avi»«'  Analytical  Geometry." 
MavVs'  Descriptivi 
)a  ii-s'  Shades  and  Shadow?, 
m  1);    'es1  Louie  of  Matherm 

TJiivi       a'.ui  i'tttk's  Dlctioi  nrj 


5.    H 

Ph 

Fir*   : 
of  Cm  ■  i 

i:  >oks-  1  ,  -i 

sol.  .tif: 
1 1, 
v  .  1 1  ■ 
ii. 


XHOLOGY,  Ac. 

■  villi's  Komaii  Mis! 
.»l.VsAli>- 


DEPARTMENT. 

I  Meuiry.e  .-n 

!  Pto  :     '  *  and  Op 

|  lift rtle it's  Synthetical  Mu  )> 

IJavtleti  •  al  Meuu. 

Barth 

Church's  Eleioents 

I  jiinv's  Eiemeu 


'li  nji  >ORS'  CLASSICS. 


Y 


